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DOCUMENT RESUME
ED 374 739 HE 027 745
AUTHOR Jaramillo, James A.
TITLE A Multi-Methodological Evaluation of Hispanic Student
Recruitment and Retention Effectiveness at theUniversity of Colorado, Boulder. A Qualitative Studyof Recruitment and Retention by Agency.
PUB DATE 92
NOTt 152p.; Report prepared for: (1) course entitled
"Seminar in Applied Anthropology," by ProfessorFriedl Lang; and (2) University Minority StudentRecruitment and Retention Agencies. Appendixes 4-7,
10, depicting organizational structure at theuniversity, are illegible.
PUB TYPE Reports Research/Technical (143)
EDRS PRICE MF01/PC07 Plus Postage.
DESCRIPTORS Administrators; Agency Cooperation; College Students;Diversity (Institutional); Educational Finance;Graduate Students; Higher Education; HispanicAmericans; Minority Groups; *Program Effectiveness;Role Models; *School Holding Power; Student Financial
Aid; *Student Recruitment
IDENTIFIERS Diversity (Student); *Hispanic American Students;Recruit Attrition; Recruiter Role; *University of
Colorado Boulder
ABSTRACTIn order to propose solutions to expressed Hispanic
minority student reck fitment problems, this study assessed the
strengths and weaknesses of several University of Colorado at Boulder
Hispanic student recruitment agencies. Data collection involved
interviews with nine minority recruiting agency representatives, two
retention agency representatives, and a sample of the Hispanic
student population. The students included 45 undergraduates and 12
graduate students. The study also sought the recruitment and
retention rates for each agency. Among the study findings were that
many recruiting agencies do not keep recruitment and retention
statistics from year to year, that several recruiting agencies face
budget deficiencies and insufficient intra-agency communication, and
that a labor shortage affects the Admissions Office's ability to
recruit minority students with minority recruiters. Retention
agencies also reported shortages in funding, labor, and student
financial aid. Other cofactors of Hispanic student attrition included
lack of minority faculty and staff as role models, low Hispanic
student presence, insufficient student financial aid, student
personnel problems, and systemic racism. Extensive appendixes contain
study data, questionnaires, data on the institution, organizational
charts, and a map of the university. (Contains 25 references.)
(JB)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
A Multi-Methodological Evaluationof Hispanic Student Recruitment
and Retention Effectiveness at theUniversity of Colorado, Boulder
-A qualitative Study of recruitment and retention by agency.
by James A. Jaramillo, M.A./Ph.D. studentEducational Anthropologist
University of Colorado, Boulder
A Report prepared for:
(1) the course entitled, "Seminar in Applied Anthropology"by Friedl Lang, Ph.D. Emeritus Professor
and(2) University Minority Student Recruitment and Retention Agencies
PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
James A. Jaramillo
TO THE FDUCATIONAI RESOURCESINFORMATION CENTER IERICI.
Spring of 1992
2
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Jaramillo, James Anthony N a Anthrocology)
Hispanic Student Recruitment and Retention at theUniversity of Colorado at Boulder: An Evaluationof Each Agency's Effectiveness
At the University of Colorado at Boulder, the
researcher interviewed nine minority agency
representatives, two retention agency representatives, and
a sample of the Hispanic student population to assess the
strengths and weaknesses of each agency. The informant
replies provided the researcher with the problems that
students, recruiters and retention agency recresentatives
undergo on campus. The project's main goal was to propose
solutions to the problems that Minority recruiting
organizations and their recruited students reported on
their questionnaires.
The research@E . also sought the recruitment and
retention rates for each of the minority recruiting
agencies. This data was derived by annually recording and
comparing each agency's recruitment and retention figures
for the 1978-1988 period. Quantifiable data was
statistically tested to support the researcher's
conclusions about minority recruiting, minority retention
and the hispanic student community.
3
CONTENTS
CHIA.PTER
I. INTRODUCTION TO THE PROBLEM 9
A. Current trends in the nation that willcontinue to affect Hispanic studentrepresentation at CU
B. CU's traditional recruiting candidate selectioncriteria 13
C. CU appropriates new funding for minorityrecruiting and retention programs
TT. RESEARCH QUESTIONS AND METHODOLOGY
13
1a
A. Methodology: telephone and personal interviewsfollowing questionnaire 20
1. Interviews with the Hispanic studentpopulation 21
B. Recruiter Effectiveness: Comparing each agency'srecruitment figures from year to year againstone another 23
C. Retention Effectiveness: Comparing each agency's10 retention figures from year to year againstone another 2d
D. The Recruiting and retention agencyrepresentatives.
1. The questionnaire 25
III. THE SOCIAL ORGANIZATIONAL HIERARCHY AND HISTORY OFMINORITY RECRUITING AND RETENTION AT THEUNIVERSITY OF COLORADO, Boulder (CUOP) 27
A. CUOP programs: The Minority RepresentativeCoalition, Hispanic Engineering Program,Hispanic Student Representative Program, andthe Hispanic Student Association 28
4
B. The hierarchal social organization of eachCUOP program 29
C. The hierarchal social organization of each non-CUOP program 30
D. Recruiting and Retention agency campus locations31
E. Employee description of each recruiting agency. 32
F. Recruit season and time consumption 34
G. Recruiting agency candidate retrieval methods. .35
H. Follow-up methods for recruit drop-outs 35
I. A student recruit's opinion of the Mejor. . 35
IV. GRADUATE RECRUITERS AND THEIR OPERATIONS 37
A. The Mejor Program and its operations 37
1. Mejor student recruitment problems 39
2. Mejor student retention problem 40
B. The Minority Law Recruitment Program 42
1. Minority Law Recruitment problems 43
2. Follow-up methods for recruit drop-outs 44
V. UNDERGRADUATE RECRUITMENT ORGANIZATIONS AND THEIROPERATIONS 44
A. Cranston Minority Seminar 45
1. Special activities 45
2. Recruitment problems 46
3. Recruitment and retention problems 46
B. The Minority Representative Coalition:The eight step recruitment procedure 43
1. Recruitment problems 52
2
2. Student analysis of the Minority RepresentativeCoalition 53
C. Intra-acency communication: The MinorityRecruitment program, Diplomat, MinorityRecruitment Program, and the HispanicStudent Representative Program 53
D. The Diplomat Program: 53
1. High school visit procedure 54
2. The author's training as a Diplomatrepresentative 59
3. Recruitment problems 61
4. Recruited student's opinion of the Diplomatprogram 63
E. The Minority Engineering Program 64
1. Accomplishments 66
2. Recruitment problems 66
3. Student recruit's opinion of the acency. . . 67
F. The Hispanic Student Representative Program. . .67
1. Intra-recruiting agency contact: The Diplomatand the Hispanic student representativeprogram 70
2. Recruiter problems 71
3. Retention problems 72
4. Student analysis of the program 73
G. The Minority Counseling Center 74
1. Hispanic student retention problems 76
2. Student evaluation of the MCC 79
H. The Minority Professor Student Program (MPSP) 79
C
3
I.The Minority Freshman Program 84
J. The Hispanic Student Association 85
1. Social organizational hie"-a-c.'iy 86
2. The Meccha-Hispanic Student Associationalliance 86
3. Recruitment Activities 87
4. Intra-agency communication 88
5. Intra-club communication 88
6. The National Association of Chicano Students(NACS) 89
VI. STATISTICAL ANALYSES OF ISSUES AFFECTING MINORITYSTUDENT RECRUITMENT AND RETENTION AFFECTIVENESS.90
A. Unmet financial aid need as an attritionvariable 91
B. Available sc'nolarships to resolve studentfinancial difficulty 92
C. Is there a relationship between low parentincome and student financial difficulty ?(uncorroborated) 94
D. Non-recruited versus recruited students: acomparative analysis of their ACT, SAT, highschool GPA; and college GPA performances. . .96
E. Is there a correlation between the high schooland college GPA of recruits(no relationship)? 100
F. Is there a correlation between the high schooland college GPA of non-recruits ') 101
G. Can high school GPA predict college GPA ?. . 103
H. Can ACT scores accurately predict college GPA ?(yes) 104
4
I. Can SAT scores accurately predict college GPA.?107
J. Current GPA of non-recruits verses recruitsin collece 108
K. High school recruits received a lower CPA_ thannon-recruits 109
L. Recruited Hispanic students have a higherretention rate than Hispanic students asa whole 110
M. Students who achieved a composite ACT score of25 or less have parents who have lesscollege than a bachelor's degrc.,=,
N. Is there an association between student scoresof 1050 or more and their parent's educationlevel of a bachelor's degree or more ?(no association)
111
112
VII. TOWARD A COMMON GROUND: RECOMMENDATIONS ANDSOLUTIONS TO MINORITY RECRUITMENT AND RETENTION.
A. Assessing Hispanic student recruitment andretention at CU (tables 1 & 2) 114
B. Increased recruitment and retention successcannot be attributed to recruiter performancebecause some recruiters and counselors do notrecord their student figures 114
C. A method for assessing Hispanic studentrecruitment and retention among CU agencies.115
D. An alternative method for determining Hispanicstudent recruitment and retention at CU. . .116
E. Recruiter Problems (table 3) 116
1. Budget deficiency causes the following:. . .116
2. A labor shortage among admission recruiters,and financial aid personnel 119
3. Depersonalized Admission recruiting 119
4. More eligible candidates than availableprogram slots 119
5. Deficient student financial aid 119
6. Shortage of CCHE personnel among the MinorityRepresentative Coalition 119
7. A solution to recruiter financial problems,obtaining more funding through privateand government sectors 119
8. Deficient intraagencv communication. . . 120
a. Solution: the role of a leader in ademocratic recruiting structure 121
F. Hispanic student Attrition causes 123
1. Budget deficiency 123
2. Labor shortage among counselors, tutors,and stare 123
3. Insufficient university student rolemodels 123
4. Small Hispanic student presence 123
5. Hispanic student financial aid deficiency 123
6. Racism, an Hispanic student attritionvariable 124
G. Conclusion: more funding for recruitmentand retention agencies 126
REFERENCES CITED 127
APPENDIX (1-10) 128
Tables
Table
1. Statistics on Colorado's 1987 HighSchool Graduating Class 9
2. New Minority Students (New Freshman, 7,7411
terms) All data as of May 31, 1988. . . .10
3. Hispanic student recruitment problemsaccording to University recruiters andstudents: 1987-1988 16
4. Hispanic retention problems according torecruiters, students, and MCCCD counselors:1987-1988 17
5. Amount'cf time (in % by hrs per week or persemester): 1987-1988 34
6. Students with unmet need controlling forfinancial difficulty 91
7. Students with financial difficulty.controlling for possible solutions. . . .91
8. 2/2 contingency table showing relationshipbetween low parent income and studentfinancial difficulty: 1987-1988 . . . . 94
9. Spearman Rank Order Correlation test showingno relationship between Hispanic highschool GPA and SAT scores: 1987-1988 . .96
10. Spearman Rank Order Correlation test showingrelationship between Hispanic student SATand ACT scores: 1987-1988 97
11. Spearman Rank Order Correlation test showingrelationship between Hispanic student highschool GPA and ACT scores 98
7
12. Correlation test showing relationship betweenthe high school and college GPA forrecruits: 1987-1988 100
13. Correlation test showing relationship betweenhigh school and college GPA for non-recruits: 1987-1988 101
14. Regression formula showing high school GPApredicting college GPA: 1987-1988 . . . .102
15. Regression of high school ACT scorepredicting college GPA: 1987-1988 . . . 105
16. Standard Deviation and the two sample T-test for college GPA of Non-recruits andrecruits: 1987-1988 108
17. T-Test comparing non-recruit high school GPAto Recruit high school GPA: 1987-1988 . 109
18. 2/2 contingency table showing Hispanicstudent ACT scores and parent educationlevel: 1987-1988 ill
19. Hispanic student SAT scores and their parents'education level: 1987-1988 112
8
FIGURES
Figure
1. First year recruitment rates (undergraduate andgraduate) per recruiting agency 23
2. Retention rates for the "Mejor" Program'svarious majors 24
3. Regression of high school GPA and college GPA,plotted by Least Square's method andRegression through origin 103
4. ACT scores predict college GPA on a Scatterdiagram and regression graph. .... . .106
1 2
CHAPTER I
INTRODUCTION TO THE PROBLEM
Colorado's Hispanic student population is under
represented at the University of Colorado at Boulder
(CU). For example, the university reports that 5.2 % of
the fall 1987 freshman class was Hispanic while the
number of Hispanic high school graduates in Colorado
comprised 9.8 % of the state's population in 1987
(table 1) .
TABLE 1
STATISTICS ON COLORADO'S HISPANIC HIGH SCHOOL GRADUATINGCLASS
State Public HispanicTotal Total Total
1987 Graduates 36,475 34,200 3,584
Hispanic high school graduate population= 9.8%
Adapted from Jo Ann Keith, Punil Membership andand Related Information (Colorado Department ofEducation., Fall 1987), Table 2.02.
The disparity between Colorado's Hispanic high school
graduate population and the university's Hispanic
freshman population indicates that the Hispanic freshman
student populace is under represented by 4.6 %. In the
fall of 1988, the University of Colorado at Boulder had a
13
10
Hispanic freshman population of 214, an increase o= 11
students from the fall of 1987 (see table 2).
TABLE 2
NEW MINORITY STUDENTS (NEW FRESHMAN, FALL TERMS)(ALL DATA AS OF MAY 31, 1988 AND COMPARABLE DATES IN
PRIOR YEARS)
Asians Blacks American Hispanic TotalIndian
1987CONFIRMED 234 71 18 203 526
1988CONFIRMED 227 83 22 214 546
Adapted from University of Colorado, New MinorityStudents (New Freshman, Fall Terms) (University ofColorado at Boulder, 1988).
Current data reveals that the number of Hispanic freshmen
rose from 75 in 1980 to 195 in 1987 representing a 53.8 %
increase. The Hispanic freshman student populace has
increased percentage-wise among the university's whole
population. For example, the Hispanic freshman
population comprised 2.4 % of the total freshman
university population in 1980 and grew to 5.2 % by 1987.
Although these figures demonstrate a progressive
increase in the Hispanic college population, they are
misleading. They do not show the high attrition rates
and low graduation rates among Hispanic students at
University of Colorado at Boulder. For example, Kraemer
(1987:512) reports that "A 1975 University of Colorado
study showed an attrition rate of 77.6 % among the
Hispanic student population." In a 1987 study, the
14
11
University of Colorado at Boulder's Office of Research
and Testing reported that only 36 % of those Hispanic
students who entered the University of Colorado, Boulder
as freshmen in the fall of 1980 and 1981 had graduated
within six years (1987:3) . White students for the same
period, had a 55 % graduation rate (CU-Boulder Office of
Research and Testing 1987:3).
"A nationwide gap of 48 % exists between the
number of Hispanic high school graduates and Hispanic
college or university enrolles"(Estrada 1988:19).
Nationally, Hispanic college student under representation
at college is projected to rise for three distinct
reasons: (1) "The Hispanic population is growing five
times faster than the rest of U.S. Society" (Cisneros
1988:70); (2) "Today more than half of all Latino adults
are functionally illiterate in English" (Whitman
1987:48); and (3) "Nationally the rate for Hispanic high-
school graduates fell from 36.E in 1976 to 27 % in 1985"
(McCarthy 1985). In addition, the rise in Hispanic
student high school drop-out rates is linked to a
declining college enrollment. Thus, we see a vicious
circle of a declining number of Hispanic college
graduates which in turn is linked to a declining Hispanic
eligibility pool of high school graduates.
Estrada (1988:18) predicts that "Over the next
twenty years the majority students (the white student
12
population] will decline from 83 % to 72 % of all high
school students." "In short, there will be fewer
suburban, middle class, majority students and more inner-
city lower socioeconomic, minority students in the prime
college-age years" (Estrada 1988:18). The near future
will provide fewer White high school graduates which will
require universities to search for minorities to reolace
this future under enrollment gap.
Therefore, higher learning institutions foresee
the need to (1) upgrade the education of Hispanics at the
secondary level as a means to close the gap in high
school completion rates in order to improve the overall
eligibility pool, and (2) to increase their declining
college graduation rates by upgrading Hispanic retention
programs which provide Hispanic high school students with
more role models and support thereby helping to motivate
high school students to graduate.
In the past, colleges have generally focused
their efforts on recruiting highly qualified high school
'Hispanic students, but, these individuals represented
only a small minority of the Hispanic high school student
graduate population. The highly qualified Hispanic
students probably did not need extra enticement, in that
they had already planned to attend college while the
marginal students were probably more reluctant to attend
college. The University of Colorado, Boulder at one time
!6
13
adhered to a policy of recruiting only the most highly
qualified Hispanic students (those with a GPA of 3.2 or
above) but fortunately they have now formed recruit'ng
organizations that seek out marginal students who might
have been overlooked. For instance, the Hispanic Student
Renresentative Program recruits junior and senior high
school students who fall into the 2.5-3.2 CPA
while the Mejor program accepts candidates who fall below
the standard admission CPA minimum of 2.75.
Chancellor James Corbridge of the University of
Colorado at Boulder recognized the need to draw the
rising Hispanic student population to the university.
1988, he announced that an additional "$175,000 will be
allocated toward minority student recruitment programs"
(Miller 1988:5). The Chancellor indicated that the
"money will be added to $2.1 million in university
support and $2 million in minority programs' grant"
(Miller 1988:15). In 1987 , Corbridge appointed a
Chancellor's advisory committee on Minority affairs
divided into three subcommittees: faculty and staff
recruitment and retention, student recruitment and
retention and curriculum development (Miller 1988).
In
14
CHA2TER II
Research Questions and Methodology
This project sought to determine and provide
solutions for two issues: (1) What are the problems that
university minority recruiters experience 'n recruiting
Hispanic students, and to (2) What are the solutions to
the problems that Hispanic students and their retention
agencies encounter on campus? These issues' were
developed and explored through intervicws conducted with
the University of Boulder's nine recruiting agencies, two
retention agencies, and a sample of the Hispanic student
population. Retention agencies provide enrolled
minority students with counseling and/or tutorial
services. Some of these recruiting agencies also
performed retention services (e.g., Minority Engineering
Program), but the main goal remains minority student
recruitment.
Recruiting problems are variables that explain
the reasons for Hispanic student under-representation at
Boulder's campus; they are (1) racism; (2) budget cuts;
(3) ineligible candidates; deficiencies in (4)
communication and (5) leadership between agencies; (6) a
shortage in the number of knowledgeable minority affairs-
administrators; (7) insufficient counseling and
admissions services; (8) a labor shortage, (9)
depersonalized recruiting, (10) lack of qualified
employees, (11) more candidates than available slots,
(12) reluctant administrators, (13) candidata.
claims by more than one agency, (14) insufficient student
financial aid, and (15) the difficulty candidates
experience with obtaining clear financial aid information
(see table 3) .
17
LEGENDMLRP =Minority Law Recruitment ProgramMEJOR=MEJORMEP =MINORITY ENGINEERING PROGRAMDIPL =DIPLOMATADM =ADMISSIONSMRC =MINORITY REPRESENTATIVE COALITIONHRP =HISPANIC STUDENT REPRESENTATIVE PROGRAM
The retention problems that minority counselors
and Hispanic students face on campus are variables that
explain the high attrition rates found among the Hispanic
student population at the university; they include:
shortages of (1) minority faculty (2) minority tutors;
(3) inadequate budgets; (4) few culturally sensitive
student events; (5) unsatisfactory academic secondary
preparation for college; (6) a small Hispanic student
presence; (7) racism; (8) student personal problems
(divorce, illnesses, and relocation); (9) academic
problems; and (10) insufficient student financial aid
(see table 4).
19
sample of the Hispanic student population and two
minority retention agency reps; and (2) evaluated
minority recruiter effectiveness through interviews with
minority recruiters which revealed the number of Hispanic
students each agency has annually recruited throughout
their organization's history. And (3) recorded the
socioeconomic background of the Hispanic student
population, and each recruiting and retention agency's
social organizational operation, in an effort too propose
solucior.s to the problems that recruiters, recruited
students, and minority retention personnel experience.
Because this study's goal is designed to help and
not hinder Hispanic student recruitment and retention it
is hoped that these criticisms will be seen in the
constructive manner in which they are offered. Agency
strengths and weaknesses are discussed where they occur,
so that models can be designed for the benefit of all
concerned--both the students and University communities.
This study involved both quantitative and
qualitative methodologies. It entailed interviewing a
sample of CU Hispanic students, and representative
members for each of the nine minority recruiting agencies
and the two retention agencies found on the University of
Colorado at Boulder's campus. All of the informants and
organizations were given different names or assigned case
numbers to protect their identity. Informants under
4:1
20
these conditions were more likely to open up and provide
me with their own personal experiences.
The entire Hispanic college population
(undergraduate and graduate in fall of 1988) at the
University consists of 929 students. This number is
slightly deflated because it does not include the
Hispanic students in the continuing education and summer
school programs. Data was collected from a sample of 57
undergraduate and graduate Hispanic students. There were
45 undergraduates and 12 graduate students. Each student
was interviewed either in person, by phone, or through a
mailed in response. In every case the researcher made
personal contact with all the students in the study. The
sample was obtained by telephoning HiSpanic students from
a University Hispanic student telephone list acquired
from the Office of Research and Testing, or from the
questionnaires that I handed out to Hispanic student
clubs--these included the Hispanic student Association,
the Hispanic Business club, the Hispanic Engineering
club, the Minority psychology club, and the Hispanic Law
Club. Each club was personally informed about the
project's goals before questionnaires were passed out.
Telephoning students produced quicker results than
written hand-out replies because responses could be
immediately recorded.
4)ti2
21
Each student was asked to provide demographic,
socio-economic, academic, attitudinal, and long range
plans information. The following information: age, sex,
non-recruit (NR), household size (HHS), high school name
(HSN), parent education level (PED), annual family _ncome
(AFI), ethnicity (ETH), current residence (CR), off/on
campus residential status, high school address (HA),
in/out of state residence, unmet financial aid need (UN),
student academic difficulty (SD) = job (J), loan (L), or
work (W); high school G.P.A. (HG?), current G.P.A. (CG?),
composite Student Aptitude Test (SAT) score, American
College Test (ACT) composite score,
undergraduate/graduate status (U = undergraduate and G=
graduate), familial college generation (GEN), student
income (SI), major (MAJ) , transition (TR), and minority
counseling evaluation (C0)= NU= satisfied, F= friendly,
and H= helpful (SEE APPENDIX 1-2). The data could be
used to assess the socio-economic backgrounds of these
students and group them into several categories necessary
for the performance of some statistical tests presented
later in this paper.
Recruits were designated as those Hispanic
students who were contacted by a university recruiter.
Non-recruit status was designated as those Hispanic
students who initiated the first contact with the
university. There are nine minority recruiting agencies
22
and two retention agencies at the University. The nine
recruiting agencies include: The Hispanic Student
Representative Program, the Minority Engineering
Program, the Cranston Minority Seminar, the Mejor
program, the Diplomat program, the Minority Law
Recruitment Program, the Minority Representative
Coalition, Admissions, and the Hispanic Student
Association. The Three retention agencies include the
Minority Counseling Center, the Minority professor-
student alliance, and the Minority Freshman Program.
This proposal is designed to evaluate the
effectiveness of each of these agencies. Effectiveness
was measured by the number of Hispanic students each
agency contributes toward the recruitment and retention
of Hispanic students on campus.for a ten year period
(1978-1988).
Recruitment effectiveness will be derived by
annually recording and comparing each recruiting agency's
recruitment figures for a ten year period (1978-1988) . .
Each agency's recruitment figures for the ten year period
were compared to one another (see figure 1).
''4
24
Retention effectiveness was determined by monitoring each
agency's Hispanic freshman group thrcIgh their final year
(see figure 2) .
19781979198019811982 95 %1983 95 %1984 95 %1985 95 % 95 %1986 95 % 95 %1987 95 % 95 %1988 95 % 95 %
B & ESL ESP ESE MEM MSA Ph.D.
Bilingual and English as a second language = B & ESLBilingual Specialist Program = BSPBilingual Special Education = BSEMaster Bilingual Program = MBMMaster of School Administration = MSAPh.D. in education = Ph.D.
FIGURE 2RETENTION RATES FOR THE MEJOR PROGRAM'S VARIOUS MAJORS
The data were then examined to measure student retention
across the same period. Increased recruitment and stable
retention figures for this period shall mark success
while decreased figures shall mark failure in both cases.
Each one of the Agency's student figures was displayed
on a broken line graph to cross compare each agency's
performance.
One employee per recruiting or retention
organization acted as an interview representative for
his/her agency. Recruiting agencies informants were
cooperative and well informed. Ricardo Sanchez who acted
as an informant for the Hispanic Student Representative
Program, James Smith for Admissions, .Pablo Copello for
the Hispanic Engineering Recruitment Program, Silva
Dominguez for the Cranston Minority Seminar, Maria
Sapporo for the Mejor Program, Dennis Smith for the
Minority Law Recruitment program, David Aragon the
Diplomat program, Mark Valencia for the Minority
Representative Coalition, Gene Rodriguez for the Hispanic
Student Association, and James Thompson for the Minority
Recruitment Proaram.
Among the retention agencies, Tony Alvarez
represented the Minority counseling Center, and Lisa
Orttzaa acted as the Minority Professor-Student Mentorship
Program (YDS?) .
Each recruiting agency representative was
provided with an open ended questionnaire that asked for
Hispanic recruitment and retention figures (Questions 1
and 2); Job description (3a): nl,mber of employees (3b)
and organizational hierarchy (3c) and history (3d), job
time consumption (4); candidate criteria selection:
school status (H.S.-Doctoral) (5a), G.P.A. (grade point
average) [5b], S.A.T. (standard aptitude.test scores)
(5c], G.R.E. (graduate record examination scores) (5d],
other candidate criteria [Se], professor/teacher
recommendations [5f], application evaluation [5g];
candidate retrieval methodology (6): mail (6a), phone
(6b), and travel (6c) to targeted _ugh schools or
26
colleges (7); student recruit services (8): scholarships-
merit or need (8a), admission application waivers [y/n]
(8b), practice college admission test taking (y/n] (8c),
financial aid advise (8d) and special activities (8e);
budget sources (9): (federal, state, department and
private) for materials(9a), and labor (9b); volunteers
(9c); recruitment problems (10); retention problems (11);
other problems (12); and additional references (13)
(appendix 3). Recruiting agency representative reclies
were comcared to evaluate where similarities, strengths,
and/or weaknesses occur. In the cases where agency
representative questions corresponded to student
questions, a comparison between their responses were made
to ascertain their similarities and/or differences.
27
CHAPTER III
The Social Organization of Minority Student Recruitingat the University of Colorado, Boulder
The history of minority recruitment at the CU
campus which incidentally parallels the same history
that the MCC went through, is of significant interest.
Aragon (1988) stated than a separate Equal Opportunity
Program Offices (EOP) existed to recruit Asian, Hispanic,
Native American, or Black students in 1968. In 1982,
these ethnic-specific recruiting agencies merged to _orm
an organization called the University of Colorado
Opportunity Program (CU-OP) which recruits all minority
groups. By 1985, volunteer,
recruiting agencies began to
minority student admissions.
Each recruiting agency's funding
national, and state funded
appear and have impact
source(s)
on
directed each agency's recruitment and or retention
procedures. None of these. agencies solely recruited
Hispanic students, instead they recruited all minorities,
including Blacks, Asians, and Native Americans. Some
even recruited White students; but, this paper focused on
the efforts made with regard to Hispanic student
recruitment and retention at the University of Colorado
at Boulder.
28
The CU Opportunity Program
The CU Opportunity Program (CU-OP) is the
university's largest recruiting agency. It consists of a
series of programs that include the Minority
Representative Coalition, the Minority Engineering
Program, the Hispanic Student Representative Program, and
the Hispanic Student Association. These programs are not
necessarily directed by CUOP, for instance, the Minority
Engineering program listed themselves only for
promotional purposes. CUOP also directs the Freshman
Student Program and the University Learning Center two
retention agencies that were not examined in this
investigation.
Because CUOP is a state funded university
organization, its social hierarchy begins with four
regents who overlook all four of the University of
Colorado campuses. It is directed by President, Gordon
Gee, Chancellor, James Corbridge, and three Vice
Chancellors Vice Chancellor for Administration, Stuart
TakeuChi, Vice Chancellor for Academic Services, Kaye
Howe, and Vice Chancellor for Academic Affairs, Bruce
Eckstrand. Each school in the University of Colorado
system is responsible for implementing the plans
developed by CUOP. As such each University's President,
Chancellor and Vice Chancellors are held accountable for
the success or failure of each recruitment program (see
29
appendices 4-6 for the university's sc organization).
The Hispanic Student Representative Program, the
Minority Representative Coalition, and the Diplomat
program fall under Kay Howe and then hierarchally descend
to the Associate Vice Chancellor of Academic Services
Byron McCalmon; and the Vice Chancellor of Student
Support Services David Henson (see appendix 5). The
Minority Representative Coalition and the Diplomat
programs fall under McCalmon who answers to Peter Storey,
the Director of Admissions. Both of these program's
hierarchally diverge at the Associate Director of
Admissions level. For instance, the Diplomat program
falls under Ray Archibeque, the Associate Director of
Admissions (CUOP) and hierarchally descends to a
secretary, to the Assistant Director of CUOP, David
Aragon (referred to as the Diplomat coordinator), to
Admission Coordinator, Tracy Dumas Brown, and to
Admission coordinator James Jaramillo, (see appendix 7).
The Minority Representative Coalition is directed by Gene
Rodriguez who is under Cookie Gowdy, assistant director,
who is under Norm Michael, the Associate Director of
Admissions-Admission Services (see appendix 8).
The Hispanic Student Representative Program
diverges from the Minority Representative Coalition and
Diplomat programs at the Associate Vice Chancellor level.
The Hispanic Student Representative Program's Associate
ro%
30
Vice Chancellor is David Henson, he concentrates on
Student Support Services: The other two programs'
Associate Vice Chancellor is Byron McCalmon. The
Hispanic Student Representative Program at CU is directed
by Richard Sanchez who is under Ron Gallegos, the
Hispanic Student Representative coordinator for each one
of the programs found on all four of the University of
Colorado's campuses, who is under Ward Churchill, the
director of the Education Development Program, who is
under David Henson, the Associate Vice Chancellor for
Student Support Services, who is under Kay Howe (see
Appendix 9). Aragon (1988) says that the Associate Vice
President for Human Resources, Emily Calhoun, holds the
highest minority affairs position.
The Cranston Minority Seminar Program is directed
by Silva Dominguez and sponsored by the College of
Business and Administration and the Cranston Health Care
Corporation of Chicago. The Mejor program is directed by
Richard Sanchez and funded by the federal government
(United States Department of Education) and the
university (State of Colorado). The Minority Law Student
Program is coordinated by Dennis Smith, the Assistant
Dean of Student Affairs and Professional Programs, and
funded by Nichols/Clifford J. Calhoun, the Dean of the
School of Law. The Hispanic student Association is
31
directed by president Gene Rodriguez, and funded by the
Associated Student Government.
Each agency is also located in one or two of the
following six campus buildings: Regents' Hall, Willard
Hall, the Education building, the Engineering building,
the President's building and the University Memorial
Center. These building names allow them to be grouped
into the category of college or general administration.
For instance, Regent Hall, Willard Hall, and the
University Memorial Center are administrative buildings
while Engineering, Law, and Education are colleges.
CUOP's headquarters is located in the admission's office
along with the Diplomat program. The Hispanic
Engineering Program is located in the Engineering
building. The Minority Professor Student Program,
Hispanic Student Representative Program, and Minority
Counseling Center offices are located in Willard Hall.
The Mejor program is located in the Education building.
The Hispanic Student Association is located in the
University Memorial Center.
EMPLOYEE DESCRIPTION OF EACH RECRUITING AGENCY
Each of the recruiting agencies' employees vary
in number, part-or full-time positions, and volunteer or
paid positions. Volunteers tend to work part-time while
paid employees tend to work full-time. Paid employees
32
occupy the higher positions while volunteers occupy the
lower positions. The Diplomat program has one full-time
employee (Aragon the director) who supervises 45-90
minority part-time recruiting volunteer diplomats. The
Minority Alumni Coalition has one full-time employee
(Mark Valencia) who supervises 160 part time minority
volunteer alumni. The Minority Engineering Recruitment
Program has two or three full time employees and no
volunteers. The Hispanic Student Representative Program
has six employees: Sanchez and Martinez are full time
paid employees and the remaining four are part-time work
study students. The Mejor Program has three part-time
employees (Sanchez, Professor Salazar, and secretary
Cynthia Ortega), faculty recruiting aid (one hour per
professor during the academic week) and six volunteer
alumni who recruit informally on their own. The Hispanic
Student Association has 22 volunteer members who are
encouraged to recruit Hispanic high school students.
The Cranston Minority seminar has one full time employee
(Dominguez, College of Business Faculty) who recruits
Hispanic students during the fall. The Minority
Representative Program has 21 full time employees
(including Aragon). The Diplomat Program has one full
time paid employee (Aragon) and (N=45-90) volunteers.
The Minority Law Program has one full time
employee (Smith). The Minority Representative Program
33
33
has the largest number of full time recruiters (21) and
the Minority Alumni Coalition has the largest supply of
part-time volunteers, of whose 665, implies that they are
the university's largest recruiters; yet, the student
recruiting success of these agencies cannot be assessed
because they do not record the students who entered the
university through the organizations efforts.
RECRUITER SEASON AND TIME CONSUMPTION
Most of the Recruiting agencies recruit during
the fall, with the exception of the Mejor program, whose
director, Sanchez, spends two .to four hours per day in
the summer and one to two hours per week recruiting
during the academic year. Minority Representative
Recruiters spend 60 % of each day recruiting throughout
the academic year (fall & spring). Aragon, of the
Diplomat Program, daily devotes 50 % of his time toward
recruiting throughout the academic year. The Minority
Representative Coalition devoted its main effort to fall
recruiting (70 %) verses 20 % for the Spring, and 10 %
for the summer. The Minority Law Recruitment program and
the Hispanic Student Representative program also deploy
their main recruitment efforts during the fall. The
Hispanic Student Association sets up a panel during the
fall of 1987 to recruit Hispanic students and will
34
34
probably continue this practice during the Spring of 1988
(see table 5) .
TABLE 5
AMOUNT OF TIME RECRUITERS DEVOTE TOWARD RECRUITINGSTUDENTS
MINOR.REP.COAL.
HISP.STU.REP.
CRAN.MINOR.SEM.
MEJOR PROGRAM
MIN.LAWREC.PRO.
HISP.STU.ASSOC.
MINOR.REP.COAL.HISP.STU.REP.CRAN.MINOR.SEM.MEJOR PROGRAMMIN.LAWREC.PRO.HISP.STU.ASSOCFTIME
1-2HRS/WK 2-4HRS/WK 1/2 TIME FTIME OTHER
SUMMER SPRING FALL
NOV.DEC.
JUNE11-18
FALL-SPRING
1/3 OFFALL
FALLVARIES
LEGEND:
=MINORITY REPRESENTATIVE COALITION=HISPANIC STUDENT REPRESENTATIVE PROGRAM=CRANSTON MINORITY SEMINAR=MEJOR PROGRAM=MINORITY LAW RECRUITMENT PROGRAM.=HISPANIC STUDENT ASSOCIATION=FULL TIME
RECRUITING AGENCY CANDIDATE RETRIEVAL METHODS
The majority of the recruiting agencies (seven out
of nine) initially contact their potential candidates
through the mail. The graduate recruiters, The Mejor and
3 5
35
Minority Law Program, contacted college seniors while the
remaining agencies sought high school students. Among
the undergraduate recruiters, the Hispanic Student
Representative program recruits high school students from
the freshman through senior classes. The Diplomat and
Hispanic Engineering programs recruit junior and senior
students. The Cranston Minority program recruits high
school juniors and the remaining agencies recruit high
school seniors only.
The Mejor and Minority Law Programs second
recruitment step involves visiting students at various
colleges throughout the southwestern United States. Both
graduate agencies recruit from the following
universities: UCLA, Colorado State University, the
University of Southern Colorado, the University of
Northern Colorado, and Adam State College in Alamosa,
Colorado. The Mejor representatives also visit the
University of Arizona, California State Universities, the
University of Texas, the University of New Mexico,
Western State College (Gunnison, CO), Metro College, and
the University of Denver. The Minority Law Recruitment
Program also visits Stanford, UC Berkeley, the University
of California at San Diego. They recently held a college
forum at a Chicago high school. Both graduate agencies
recruit primarily from Colorado universities; Mejor's
list includes seven out of a total of 12 and the Minority
36
36
law Program's list includes five out of nine institutions
of higher learning.
37
CFAP TER IV
RECRUITING AND RETENTION AGENCIES EFFECTIVENESS:AN OVERVIEW
GRADUATE RECRUITERS
The data in this chapter are examined in a five
stage process. First, a general description of the
program and its services are discussed. Following that
particular recruitment and retention problems typical of
the program are outlined. Methods of followup is the
fourth process while the program's own student
assessments are then revealed in the final stage. These
five stages are repeated for each recruitment and
retention unit that are the subjects of this
investigation.
THE MEJOR PROGRAM AND ITS OPERATIONS
The Mejor program's recruitment procedure
involves: (1) sending a newsletter (the Buenas Dias) that
lists the program's graduate opportunic.ies, to students
in and out-of-state university districts, and to the
State Department of Education; (2) contacting former
graduate students for candidate references; and (3)
attending conferences at the in and out of state
38
universities listed above to announce teacher
assistantships and staff positions.
These assistantships and staff positions provide
candidates with the financial incentive to enroll in
graduate school. For instance, during the 1988-1989
academic year, the Mejcr program will offer eight
teaching graduate research assistantships to Doctoral
candidates. The awards will cover tuition and fees and
provide a monthly stipend of $551 for ten hours of work
per week. For fifty master candidates who will enroll in
the Bilingual Education program they will receive
research assistantships that cover tuition and fees.
Students who enroll in the English as a Second Language
program, numbering 20 at last count will receive research
assistantships covering tuition and fees.
The Mejor program requires a candidate to earn a
Grade Point Average (GPA) of 2.75, have Graduate Record
Examination (GRE) scores totalling 900, and four letters
of recommendations from their previous undergraduate or
graduate program. Students seeking entry into the
Masters program are required to obtain a teaching
certificate.
The Mejor program's retention services include
tutorial fee waivers, office space, study areas,
counseling, and social gatherings. These meetings are
social in nature and are geared towards holidays and
39
academic matters. They include but are not limited to
the following days Cinco de Mayo (May 5th), Diez y Seis
(the 16th of September), a monthly student support group,
and a professional meeting (the Colorado Association for
Bilingual Education and English ab a Second Language).
The holiday events are held at an individual's home while
the academic event is held on campus in a conference
room. Education graduate students can also look forward
to the services of a job locator service (their advisers)
which have achieved a 95 % career placement level for the
Past few years.
CASE STUDY OF MEJOR'S RECRUITMENT PROBLEMS
Richard Sanchez's recruitment problems were
internal in nature, they involved budget cuts and
graduate academic entry requirements. Mr. Sanchez
indicated that the Bilingual Ph.D. fellowship program,
which once recruited up to twenty-five students, was
terminated by the Department of Education in 1987. This
program's funding loss decreased the Hispanic education
population by approximately eight students for the 1988-
89 academic year. Mr. Sanchez also reported being
reprimanded by the Graduate School whenever he admitted
provisional students whose GPA is 2.75 or less.
' 0
40
MEJOR STUDENT RETENTION PROBLEMS
Other retention problems that are probably common
to many minority graduate students were outlined by Mr.
Sanchez. He said that student personal problems, such as
divorce and medical illnesses, were often resolved when
they sought help from the counselors at the Minority
Counseling Center. Student academic problems were also
resolved by tutors and/or support groups (veterans of
former courses). Mr. Sanchez believes that Mejor staff
and teacher assistantships are financially better geared
toward single students rather than to married ones
because few families can live comfortably on the small
stipends offered.
AGENCY FOLLOWUP FOR ABSENT STUDENTS
Mr. Sanchez frequently reported that students who
dropped out offer reasons similar to those with early
retention problems. The professor of a class will often
contact a student who is repeatedly absent from class by
telephone or mail requesting to know his current status.
A STUDENT RECRUIT'S OVERALL OPINION OF THE MEJOR PROGRAM
Five questionnaires were distributed among the
Hispanic graduate education student population. Two
graduate education recruit-questionnaires were returned.
One student entered into the Bilingual Education program
41
and the other into the Physical Education program; both
rated their particular programs as excellent.
One student was first contacted off campus at an
undergraduate education class visit in January of 1986,
the other received a letter at his school district in the
spring of 1985. Both entered the program before Mr.
Sanchez assumed the position of director in the fall of
1987. The program provided them with grants to cover
their tuition and fees until graduation--as the program
has done since its development. Both state that no
student-faculty activities were offered during their stay
at the University yet Mr. Sanchez says there were holiday
and professional meetings during that time attended by
students and faculty. These new meetings allow students
to interact with their professors which enhance their
personal relations among both groups.
THE MINORITY LAW RECRUITMENT PROGRAM
The Minority Law Recruitment Program's
recruitment procedure involves (1) mailing program flyers
to undergraduate colleges and (2) speaking to law school
colleges and forums in and out of the state which are
arranged by the Law School Admissions Council.
Candidates are generally required to score 26 or above on
the Law School Admissions Test (LSAT), submit their
4 2
42
undergraduate transcripts, possess a 3.3 undergraduate
GPA, and to submit a writing sample.
The Minority Law Recruitment program provides
minority freshman students with application fee waivers
(at $40 each): free LSAT fees (at $60 each), and tuition
and fee waivers for approximately twenty resident and
non-resident Hispanic students.
The Minority Law Program has an introductory
summer session that immediately precedes the fall term,
during which "students are exposed to the Socratic method
of instruction and receive individual critiques of their
written and classroom work "(Univ. of Co. Bul. 1987:19).
"Academic assistance for minority students also involves
the tutoring of individual first-year students by upper
division students" (Univ. of Co 1987:19). It is
interesting to note that many of those Hispanic law
students who participated in the summer program were non-
recruits.
The student law sample from the Hispanic Law
Student's Association. Only one of nine students said
they were recruited and this recruit was recruited by the
CU Opportunity Program; thus, a student evaluation of the
recruiting agency was not feasible due to the low
numbers.
According to the Hispanic Law Students
Association, the organization seeks to develop law
4 3
43
student support mechanisms and foster leadership and
community involvement among Hispanic lawyers and law
students. It also seeks to increase the representation
of Hispanic law tudents in the student body. The
Association strives to make law students and others aware
of the major legal and social issues that affect the
Hispanic community (Univ. of CO. Bul. 1987:13). This
volunteer organization can be considered a recruitment
and retention agency because its goals are to "increase
the representation of Hispanic law students in the
student body (through recruitment) and to link Hispanic
law students with Hispanic lawyers who serve as role
models (retention).
STUDENT RECRUITMENT PROBLEMS
The University of Colorado has a racist image
among many minorities in Colorado (Smith 1988). This
racism is shown in a Campus Press article that a
fraternity sponsored, which states "Mexican boy for hire
"(Smith 1988). Mr. Smith goes on to say that racism can
be resolved by educating mainstream White Americans about
racism's effect upon minorities. Education can be
dispensed by requiring a mandatory minority course for
all undergraduates. Mr. Smith discusses racism and other
troubles that minority students face at monthly Colorado
4 4
44
Bar Hispanic Association meetings in Denver which attempt
to provide solutions.
FOLLOWUP METHODS FOR STUDENTS WHO DROP OUT
In an effort to improve retention Mr. Smith
telephones or writes to those program students who do not
appear in class. However, it is not always necessary
since most students provide him with an explanation
before they depart.
UNDERGRADUATE RECRUITMENT ORGANIZATIONS
THE CRANSTON MINORITY SEMINAR
The Cranston Minority Recruitment program began
in the summer of 1988 and developed out of the Minority
Business Training Seminar which held its first seminar
during the summer of 1987. The Cranston Minority
Organization recruitment procedure involves calling high
school counselors by phone and asking them for minority
junior level students who possess grade point averages
of 3.2 or higher, an interest in business, and recognized
leadership skills. Ms. Dominguez, a recruitment advisor,
obtained a minority student list from public high school
district personnel which gather this information from
those students who designate themselves as a minority on
admission forms.
15
45
College students at the University of Colorado
follow the same procedure which indicates that the
student is allowed to choose his ethnicity without being
questioned by the university. Thus, students who are
minorities may designate themselves as White or those
students who are White may designate themselves as
minorities. Nevertheless, it is assumed that most of
the students with non-Hispanic names, who classified
themselves as Hispanic, have at least one Hispanic parent
or were adopted.. This classification is understandable
when one considers that this is a patrilineal society and
as such it is often the man's name that takes precedence
and thus becomes the name used by all offspring.
CRANSTON MINORITY SEMINAR
The Cranston Minority Seminar takes place during
the second week in June at the University of Colorado at
Boulder. Students receive full scholarships that cover
transportation, tuition, room and board. Seminar
participants live in residence halls on campus and can
spend free time at the Student Recreation Center or the
University Memorial Center.
SPECIAL ACTIVITIES
The seminar gives 25 minority students the
opportunity to learn about the business world firsthand
4 6
46
and receive an introduction to college life. During the
week students play a computer simulation game that calls
for small groups to operate competing businesses. The
winners are designated as the most successful company and
are honored at the final luncheon. The students attend a
career fair that hosts representatives from small and
large businesses who talk about job opportunities.
Students also tour the Boulder IBM plant and Cranston
Healthcare facilities in Denver. The students also
practice how to take the American College Test, learn how
to fill out college applications, discuss financial aid,
and meet with CU business students.
RECRUITMENT AND RETENTION PROBLEMS
Ms. Dominguez cited no recruitment or retention
troubles for students given the special nature of this
program.
The business sample consisted of seven
undergraduate business majors, however, none of them were
recruited through the Cranston Program. Ms. Dominguez's
secretary called all twenty five of the Hispanic students
who participated in the 1987 summer program yet only four
were registered at the University of Colorado at Boulder.
When asked, if those students who participated in the
1988 summer program and who later dropped out of the
47
university were pressed for an explanation, MS Dominguez
said "no" but that "it would be a good idea."
MINORITY REPRESENTATIVE COALITION
The Minority Representative coalition's
recruitment procedure involves minority university alumni
and minority parents of current students who send mail to
minority students in their areas to inform them of
College Day/Night programs and College Fairs held at a
university nearby. The Minority Representative Coalition
coordinates its efforts with the National Alumni
Admissions Assistance Program (NAAAP) in the
identification of alumni, as well as program planning and
coordination. The in-state program-fairs are coordinated
directly from the NAAAP office of Admissions at the
University of Colorado at Boulder. Out-of-state regions
are directed by Area Coordinators. The in and out of
state organizations converse with the Admission's Office
in Boulder and direct their alumni and parent
representatives in an eight step procedural format
(Lefferdink 1988:1). These steps are outlined below.
1. In Colorado College Day/Night Programs and
College Fairs, the minority alumni and minority parent
volunteers are needed to greet the students and their
parents, help distribute materials, and generally assist
the Office of Admissions representatives. Following the
48
browsing session, a representative from the office of
Admissions makes three presentations. At this time,
alumni and parent volunteers assist by distributing
materials, helping students sign contact cards, and
answering general questions. When the student contact
cards are returned to the Office of Admissions, the
information is entered on a computer which forms a
mailing list fcr the University which sends the student
information about U.C. Boulder University (Lefferdink
1988:2) .
2. OUTOFSTATE COLLEGE DAY/NIGHT PROGRAMS AND COLLEGEFAIRS
Alumni and parents in other states follow the
same procedure as their Colorado counterparts except that
they themselves are responsible for sending invitations
to students and the remaining steps listed above whereas
in Colorado, Admission representatives assist them
(Lefferdink 1988:2-3) .
3. OPERATION CONFIRM
The students on the mailing lists who become
accepted are contacted by representatives who
congratulate them, answer questions they may have, and
share experiences about Boulder. NAAAP representatives
contacted nearly 2,000 accepted students during Operation
Confirm (Lefferdink 1988:3). Unfortunately, the office
49
does not record the number of contacted students who
attend the university.
4. ALUMNI DIRECTORY
The Alumni directory was formed to inform
accepted freshmen of the names, addresses, and phone
numbers of local NAAAP representatives in their area who
are willing to talk with them and their parents regarding
questions they may have about CU-Boulder. This directory
is sent every fall to all accepted freshmen in the spring
before fall enrollment (Lefferdink, 1988:3)
5. CU MINORITY PREVIEW PROGRAMS
Tne Previews are held in large meeting rooms in
hotels, they provide an opportunity for CU-recruiters to
discuss academic programs, admission procedures, student
life, and other aspects of the University and the Boulder
area. Alumni and parent representatives are needed to
greet students and their parents, and answer questions
(Lefferdink 1988:3).
6. MINORITY SUMMER SEND-OFF RECEPTIONS
These receptions are hosted by representatives of
NAAAP and the Minority Alumni Network, CU Parents
Association members, and CU Alumni Association chapter
members who help confirmed freshman and transfer
:)0
50
students, and who helped their parents to learn more
about the University firsthand from current students,
alumni, and CU-Boulder parents. These receptions are
relatively small gatherings (approximately 5 to 30
students) and are usually held in the home of the alumni
or parent representative. Five Minority Summer Send-Off
reception were held during 1988 with over 60 minority
alumni, students, and parents attending (Lefferdink
1988:4) .
7. RESOURCE PROGRAM
Minority Alumni Network representatives may give
their name and telephone number to prospective and
accepted students so that local students have someone in
the area to call (Lefferdink 1988:4).
8. EXTRA ACTIVITIES
When representatives live in an area where major
CU-Boulder recruitIng is not taking place, they may (A)
identify high schools in the area where the University is
not currently being represented; (b) refer news articles,
announcements, or media messages regarding college
information programs to the NAAAP office; or (c) submit
articles from hometown newspapers about outstanding high
school students. Representatives send the names and
addresses of these students to the Program Coordinator so
:31
51
that appropriate materials may be sent to them from the
Office of Admissions (Lefferdink 1988:4).
NAAAP Recruiters seek minority high school senior
students who are ready to start fall semester and who
have scored 27 or above on the American College test
(ACT). This organization does not offer scholarships,
application waivers, or practice college admission test
taking for the ACT or SAT.
Lefferdink (1988:1) says that "Since the Office
Of Admissions and the office of Alumni Relations began
the program seven years ago, over 1,200 alumni and parent
representatives from throughout the nation have
volunteered their time and talent to assist in a variety
of local recruitment activities of the program. These
representatives are believed to have contacted "16,000
prospective students during the 1987-1988 academic year"
(efferdink 1988:1). Mr. Valencia says that the original
Minority Representative Coalition (MRC) began as a pilot
program directed by Francisca James Hernandez from
September 1986 to October 1988. During this period, the
program possessed 35 in state alumni and no out-of-state
alumni. Currently, under the direction of Mark Valencia
the MRC has grown to a total of 160 in and out of state
alumni. The increase in alumni representatives led them
to contact a larger pool of minority students and thus
probably led to more minority recruits.
52
RECRUITMENT PROBLEMS
Mr. Valencia believes that Kay Ortund, the
assistant director of the Chief Budget Office and
Guideline setter of Alumni Representatives and the
Colorado Commission on Higher Education (CCHE) should
revise their policy toward the mandatory professional
accompaniment of NAAAP representatives. This is
necessary because there are not enough professionals
available to attend the increasing flow of students and
meetings. The organization is presently receiving more
applicants for more meetings than can be held due to a
shortage of CCHE employees. The result is the loss of
meetings for prospective college students. Mr. Valencia
believes that NAAAP representatives are capable of
conducting these meetings without requiring the aid of
CCHE members.
STUDENT ANALYSIS OF THE MINORITY REPRESENTATIVE COALITION
Identifying students who belong to the Minority
Representative Coalition (MRC) is difficult because the
students referred to CU-OP as their recruiting agency yet
CU-OP also directs the Minority Representative Coalition
and Diplomat programs. A student analysis of the
Minority Representative Coalition's effectiveness is not
possible because none of the students made the
distinction between the MRC program and CUOP.
5 3
53
INTRA-AGENCY COMMUNICATION
At high school visits, Mr. Valencia may be
accompanied by one or more of the following recruiters:
either Aragon of the Diplomat program, or a
representative of the Minority recruitment program, or
Mr. Copello of the Hispanic Engineering Recruitment
program because they are all CUOP programs.
THE DIPLOMAT PROGRAM
The Diplomat program was developed in the fall of
1987, by Miguel Aragon, a former CU graduate. Mr. Aragon
recognized the need to increase minority attendance at
CU. In the Diplomat program, Aragon visits the high
schools that Ray Archibeque of the Minority
Representative Program selects. After obtaining the
schedule from the Colorado Education Service and
Development Association (CESDA) which decides which
Colorado College representatives may attend which high
school. Mr. Aragon then visits the school. CESDA, then
sends each Colorado university an activity list,
indicating which high school they may visit, both prior
to the summer and the fall before their academic year.
CESDA meets junior and senior high school students at
their's school's auditorium. Members of the Colorado
Council on high school relations schedule day/night
college fair visits at high schools. The Council often
54
seeks high school's with high minority populations, and
the college representatives usually meet'the junior and
senior high school students at a gym.
At the University of Colorado (CU), the
admission's office determines which high school may be
visited after reviewing those minority high school
applicants who applied to the University of Colorado at
Boulder. Each selected high school is then visited by a
liaison from CU. After receiving junior and senior high
school student responses to their visits, Mr. Aragon
meets at the Admissions office and spend one to two hours
per week calling students by the phone to interest them
in enrolling at CU. James Jaramillo (not the author)
spends half of each day (Monday through Sunday) phoning
prospective students and answering student admission
questions. The Diplomat program is geared toward
recruiting students and does not offer retention services
such as counseling or tutoring.
Mr. Aragon was accompanied by the researcher on
his visits to Centaurus and Erie high schools and was
able to record his recruiting procedure (11-3-1988).
Field notes were made about his recruiting procedure. At
the Centaurus visit, seven college recruiters were
present, they were Miguel Aragon, of the University of
Colorado at Boulder; Chuck Downey, of North West College,
Varo Maldonado, of Colorado State University, Debby
55
Martinez, of the University of Southern Colorado, Frank
Lucero, of the University of Northern Colorado, Molly
Sutherland, of Northeastern College, and Sue Daniels of
Front Range Community College. They met in the high
school's auditorium and informally greeted one another as
representatives of their colleges. The speaker order is
not determined until they arrive at the high school and
is decided among themselves. Three out of seven
recruiters agree to lecture on one of the following
topics, they are (1) Motivation and Admissions; (2)
Financial Aid; and (3) Support Services.
Standing in the auditorium's doorway the
researcher along with one of the recruiters greeted each
student and handed them a college questionnaire and a
program brochure. The students were then told to sit in
the seats closest to the stage. Mr. Aragon spoke first,
on Motivation and Admissions. He stood up and faced the
students in the seated audience. He introduced himself
and his university affiliation (CU) and then proceeded to
discuss CESDA's agenda. Mr. Aragon then showed a slide
presentation called "Your future is in your hands." This
slide shows topic discussed "Facing the Options"
(other than college) which included Work-
technical/vocational, the military, community college,
and the university. Next, He showed a slide presentation
entitled "Motivation and Admissions" which discusses
5
56
selecting a college and the steps needed in applying to
college. They were listed as (1) apply ear the second
semester of your junior year and early the fall of your
senior year, (2) take the ACT and SAT, (3) send your
official transcripts to your college, and (4) fill out
your admissions application.
The second speaker was Chuck Downey, of North
West College. He spoke about financial aid. Mr. Downey
told the students to (1) obtain a financial aid
application, (2) be sure and fill out this form's Family
contribution section, (3) explained how financial need is
determined; and finally (4) emphasized signing the
financial aid award and returning it promptly to the
university. He told the students that jobs could
substitute as alternative funding sources when aid was
not sufficient.
Varo Maldonado, of Colorado State University,
spoke about "Support Services." She outlined the service
agenda as one that includes (1) special orientation; (2)
academic planning; (3) tutoring; (4) career
exploration/placement services, (5) personal counseling;
and (6) student organizations. After this lecture, Mr.
Aragon, informed me that six of the audience members were
participating in the Pre-Collegiate Development Program
at CU.
57
After these lectures, Ms. Maldonado announced the
remaining six college recruiters and then spoke about
Colorado State University and its services. Mr. Aragon
spoke of his former experience with the Hispanic Student
Representative Program and the free tutorir that is
available to students who designate themselves as
minorities in the CUOP program. Ms. Maldonado closed by
telling the audience that each of the university
representatives would be seated distantly apart on the
edge of the stage This seating arrangement allowed the
student to decide which university to discuss his/her
plans with a university representative in a semi-private
manner. Each university recruiter was supplied with
admission and financial aid brochures which they freely
handed out to students who demonstrated an interest in
their school.
Besides visiting high schools, the researcher as
a volunteer member of the diplomat program, afforded him
the opportunity to give university campus tours to
students and their parents. On the first day of training
(October 18,1988) at a meeting room on the second floor
of Regent Hall, each diplomat was handed a folder that
contained admissions and financial aid information, and a
map of the university. Cookie Gowdy, assistant director
of Business Foreign Services Clerical Support and Kay
Bell, Front/core supervision Publications Visitation
5 3
58
Programs (our supervisors), who work for Admissions
explained that we were to (1) to give campus tours to
prospective students and their patents on those days that
are designated as The CU Sampler and Engineering Open
House programs; (2) answer their questions about the
university or refer them to a more knowledgeable person
when we could not answer the question; and (3) attend
free campus lunches and sit with the students and their
parents (known as the "Be A CU Student For A Day
program";.
In order to give a tour, it was necessary to go
on one conducted by a trained tour guide. The October
26, 1988 tour was selected as the training tour. It was
directed by a work study admission employee named Tad who
spent an hour showing the campus. Tad described each
campus building's name and function. For instance, Tad
said "Regent Hall functions to recruit and admit
students."
The tour provided information about the purpose
anU location of many office buildings. The tour ended in
a room at the University Memorial Center where Tad was
replaced by an admission's person who would lecture on
CU's undergraduate admission requirements. The lecturer
asked the students about their class standing. They said
they were graduate students. The lecturer said he did
not have information on the graduate school and that they
:5J
59
should refer to their department for specific questions.
The lack of knowledge about graduate programs and the
tour's undergraduate emphasis indicated that the Office
of Admissions does not screen its entries satisfactorily.
Nevertheless, the students did receive a well needed
tour.
The researcher conducted his first tour on
Saturday, October 29, 1988-the day of a CU Sampler event.
This event gives prospective students and their parents
the opportunity to attend a sample University le :Lire, a
student panel discussion, and informational sessions with
representatives from admissions, housing, financial aid,
and all of the academic areas of the campus. The cost is
$ 8.50 per person and requires reservations. When the
students and their parents first entered the Duane
Physics building they were greeted by nine ambassadors
who asked for their surname. After name confirmation,
the visitors were given a schedule of the day's events,
and a University of. Colorado folder with literature on
financial aid, admissions, campus life, college life,
college preparation, housing, and advanced placement
program credit. The event ends with a tour of the campus
and lunch.
The Tour began at 10:45 a.m. and lasted till
12:05 p.m. Bell divided the total student and parent
population by the number of Diplomat members to give each
60
tour guide twenty people. The researcher greeted his
group and introduced himself as a student, and encouraged
them to ask questions about the university in general.
We began at the Duane Physics building and crossed the
street to the stadium where the function of each office
was explained as we encountered them (e.g., the ROTC
office serves the Reserve Office Training Cor., etc.,).
The route (which was more or less the typical route)
began at the Duane Physics building, north toward the
stadium, Balch field house, the Recreation Center, then
west to the library, Chemistry building, Old Main, Macky
auditorium, and southwest to Hallems, the Henderson
Museum, the Education building, west to the University
Memorial Center, the Imig Music building, and Wardenburg
Health Center, past the dormitory halls of Nichols,
Willard, and Hallet, and south to the Events center, the
Sommers-Bausch observatory and to a final destination at
Kittredge Commons where lunch was to be held (see
appendix 10).
Lunch consisted of Sloppy Joes and vegetable soup
were being served. It was unusual since a more elaborate
meal would have been more encouraging. The program took
place again on February 11, 1989 and July 15, 1989.
On November 12, 1988 the Engineering Open House
program was held. Prospective engineering students first
attended University classes with current CU students, met
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61
with admissions, housing, and financial aid
representatives, and then went on tour and ate lunch.
The CU Sampler tour route was offered to the engineering
students and their parents. Lunch was held at Kittredge
Commons. The College of Engineering appears to be the
only college that sponsors this program yet more
prospective students could be reached if the remaining
colleges conducted a similar program.
RECRUITMENT PROBLEMS
Mr. Aragon and Mr. Copello of the engineering
college, both believed that the lack of communication
between all of the recruiting agencies hinders minority
recruitment effectiveness. Mr. Aragon said that every
organization was busy conducting its own program and
there were no meetings where all of the recruiting agents
met. The lack of intra-agency communication prevented
them from discussing the problems and successes that each
agent encounters and such information could be of mutual
benefit. If more than one organization encountered a
similar problem then all of the recruiters could attempt
to resolve it. The lack of communication between all of
the recruiting agencies could be resolved by periodically
scheduling mandatory meetings. These meetings would
allow members to discuss methods for resolving their
troubles. If a problem arose (e.g., a budget deficiency)
C :2
62
and they as a unit resolved it, it could increase
recruiter morale.
Mr. Aragon next cited the lack of leadership
between the agencies as a problem. This problem could be
resolved by a leader who was elected by two-thirds of all
of the recruiters. The leader could be a spokesman for
the entire group. These decisions would start from group
proposals that each member may institute or vote upon. A
leader that acts upon the group's decision would be
secure in his position because the members voted the
leader in, and have the opportunity to institute and vote
on a future candidate at any time. Critics of decisions
could not ridicule any particllar member's vote if each
decision was written on a ballot and then placed in a
box.
Mr. Aragon also says that many of his superiors
do not understand minority affairs and it was that factor
that hindered him and others the most. Nevertheless, Mr.
Aragon did not elaborate on this statement when asked for
an example.
Mr. Aragon also believes that each recruiting
agency does more admissions and counseling than actual
recruitment. The validity of this statement could not be
substantiated because the questionnaire was designed to
ask recruiter oriented questions. However, table 5 does
account for the amount of time each agency utilized
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63
during recruitment. Mr. Aragon's recruitment time
occupies 50% of his daily work, yet his superior, James
Thompson, says that his employees spend 60% of their
daily work time recruiting; this leaves only a possible
total of 40% devoted toward admissions and counseling
which would indicate that recruiters spend most of their
time recruiting. It was not possible to discover what
percentage for remaining agencies' non-recruiting work
time was, but the Mejor and Engineering program
representatives did provide some counseling in addition
to their recruitment duties.
A RECRUITED STUDENT'S OPINION OF THE DIPLOMAT PROGRAM
None of my student informants specifically listed
the Diplomat program as a recruiter source, they often
listed CUOP as a recruiter reference source.
THE MINORITY ENGINEERING PROGRAM
The Minority Engineering Program (MEP) was
established in 1973 to increase minority enrollment at
the University of Colorado at Boulder. This organization
raises most of its funds plus receives funding from the
University and the Dean of Engineering, Mr. Copello
assumed Associate leadership of this organization in
March of 1986. Mr. Copelio's involvement with the CUOP
organization led him to adopt similar methods for
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64
recruiting candidates. For instance, after Mr. Copello
is informed of CESDA and the Colorado Council on Higher
Education's high school agenda through Aragon. Mr.
Copello then decides which high schools he would like to
attend. He targets high schools that would be most
productive. Mr. Copello visits these schools, and
conducts follow-ups, via the telephone or by mail, on
every student referral that his office receives. These
referrals may come from Mr. Aragon or other admission's
personnel. List of students who express an interest in
Engineering are inputed into a massive recruiting data
base.
Mr. Copello is often invited by high schools to
make presentations about opportunities in engineering.
Special visits to out of town include Project Boost in
San Diego, an intensive pre-college program for Navy
enlisters and a high school in Booker T. Washington,
Texas specializing in math and science. Mr. Copello
provides interested college prospects with information
about MEP. After reviewing minority student applications
to CU, Mr. Copello and his staff spends
a week telephoning students to convince
the University of Colorado at Boulder.
one to two hours
them to attend
He attracts many
minority students to the university by offering them
scholarships. Minority Engineering Scholarships funding
has increased from $ 44,000 in 1986 to $ 87,000 in 1987.
65
In addition, Mr. Copello also conducts presentations and
tours for MESA (A Minority Pre-collegiate Program)
students who express an interest in engineering.
MINORITY ENGINEERING RECRUITMENT PROGRAM SUCCESS
Mr. Copello visited forty-four high schools and
targeted approximately 2,000 to 2,500 students in 1986
alone. During the same year, Mr. Copello was able to
double the program's budget. In 1987, he and his staff
visited forty seven high schools.
MINORITY ENGINEERING RECRUITMENT AGENCY TROUBLES
Mr. Copello claims that 80% of those minorities
who did not confirm admissions to the University, cited
lack of financial resources. He says that many of these
prospective students had difficulty contacting the
University's financial aid department during their
decision making process. Many other financial aid
recipients reported undergoing the same difficulty during
the admissions process. One conclusion is apparent, more
financial aid counselors are needed on the telephones and
desks at the financial aid office, to provide assistance
to prospective students.
Mr. Copello says that he asked another minority
college recruiter to co-sponsor a minority high school
student visit to the campus yet she never responded after
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66
several notices. The problem of no response could be
resolved through the mandatory recruitment meetings. The
group could assess the problem and provide a solution.
If the group found fault with a recruiters actions, the
leader could demand that she cooperate or offer
assistance to her giving her more time in which to engage
in group activities.
Mr. Copello like Sanchez of the Mejor program,
also stated that minority recruiting efforts suffer from
a lack of funding on all three level, federal, state, and
private sources.
A RECRUITED STUDENT'S ASSESSMENT OF THE PROGRAM
Two Minority Engineering recruits were located
and interviewed. One respondent gave the Minority
Engineering Program a good rating while the other gave it
an excellent rating. The excellent rating came from the
student who was recruited by Mr. Copello in the fall of
1986 while the other student was recruited in the fall of
1984, before Mr. Copello was hired. The fall 1986
recruit was a senior when he was first contacted by Mr.
Copello during a high school visit. This respondent
stated that no practice college test workshops were held.
He also reported that no fee was required for a MEP
awards Banquet in the Spring at the university which was
67
at that time the major student-recruiter activity
offered.
THE HISPANIC STUDENT REPRESENTATIVE PROGRAM
The Hispanic Student Representative program is a
CUOP program designed to prepare all levels of high
school minority students (grades 9-12) for college. The
program was known as Upward Bound in 1982 and was changed
to the Hispanic Student Representative Program in 1983.
The coordinator, Ricardo Sanchez recruits students during
the last two weeks of November and in the first week of
December. Mr. Sanchez sends a program letter to the high
schools reported to have a substantial minority student
body based on Colorado State Department of Education
figures.
High school counselors receive the program
notices and notify the recruiting agency when they find
desirable candidates. The recruiter then arranges an
interview with the students to gage their desires for a
college education. Student are accepted or rejected
immediately following the interview.
students are informed where and when the first workshop
will occur during the Spring.
Eligible students are required to (1) belong to
one of the "target schools"; (2) come from an
underrepresented ethnic minority group; (3) have a
If accepted
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minimum 2.50 GPA (Grade Point Average). In addition,
students are required to meet one or more of the
following criteria: (1) be a first-generation college
student; (2) come from a one-parent family; (3) be the
eldest in the family; and (4) indicate a desire to pursue
a career in higher education.
The program receives references from Guidance
Counselors, School Administrators and Teachers, current
or former Hispanic Student Representative students, and
others in the student's local community. Preparation
involves exposing the selected students to the careers
they desire. The program includes academic advising
regarding high school course selections, fostering
cooperation between
meet desired career
the students attend
parents and guidance counselors,
objectives. During the academic
workshops/seminars in Basic Study
to
year
Skills, Interpersonal Skills Development, and topics
related to student preparation for the 21st century.
Mr. Sanchez transports students from their homes to the
University. All of the events are free to students.
Students also practice taking the Preliminary
Scholastic Aptitude Test (PSAT), SAT, and ACT tests for
one hour during October. The senior high school student
takes the SAT or ACT test while the junior takes the
PSAT.
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69
Students receive financial aid advice from people
who were referred to the program by the Hispanic Chamber
of Commerce and Denver Center for the Performing Arts.
This event is held in January for a two to three hour
period.
The students are often counselled by volunteer
college social science majors who earn applied skills in
the field. These social science students also function
as recruiters and tutors. Other counselors are from the
Minority Counseling Center which pays minority
counselors. Students meet with their counselors and
tutors bi-monthly.
During the summer, students undergo an intense five
week program at one of the four campuses found in the
University of Colorado's system. Students experience
college student life along with preparatory college
skills courses such as, the natural sciences (including
mathematics), composition, computer skills, world
events, and library research techniques.
INTRA-AGENCY COMMUNICATION
The Chemistry and Business colleges at CU provide
instruction to these students in one of the, two selected
fields. The Business school purchased computers for the
students and the Chemistry department gives students
access to labs and computer facilities. Student's who
70
express an interest in business are subsidized by the
Business College via the Cranston Seminar Program
discussed earlier in this document.
INTERAGENCY CONTACT
Mr. Sanchez works with James Jaramillo, the
Assistant director of CUOP, to process and monitor
minority college applications. If an application error
occurs they inform the student and assist them in
correcting it prior to the submission deadline. Both Mr.
Sanchez and Ms. Dominguez will correspond directly with
the student when they notice an interest in the business
program.
RECRUITER PROBLEMS
There are several recruitment problems outlined by
Mr. Sanchez, they are (1) There are more applicants than
available slots. This student overflow probably
indicates that the agency lacks sufficient funds and
labor to handle an increase, which consequently inhibits
their recruiting success.
(2) Mr. Sanchez believes that the program could
be more effective if it paid stipends to promising senior
high school students. Those with a high grade point
average. He also believes that the agencies should
tutor minority junior high and high school students who
71
need academic assistance at their prospective high
schools.
(3) Mr. Sanchez also says that many university
administrators are reluctant to support minority
recruiting programs because they have experienced
disillusionment with the agencies of the past which
failed to deliver.
RETENTION PROBLEMS
There were also retention problems observed in
the Hispanic Student Representative Program. The program
has a higher female graduation rate because many Hispanic
males in high school are often encouraged by their family
to work during the summer when the program reaches its
peak, unable to balance both. Hispanic females usually
possess more free time and remain at home more often
which gives them a greater opportunity to
complete this program.
Students are often claimed by two
attend and
recruiting
agencies. When this happens, students are asked to
decide on one. Multiple claims for students indicate
that recruiter time was wasted because it could have been
devoted toward the selection of other candidates. For
instance, one of the two recruiters could have recruited
another student thereby effectively increasing the
University's overall minority recruitment rate. This co-
72
claiming could be resolved by scheduling only one
recruiter per high school visit. This action would
expand the university's recruiting high school choices
because they would not overlap so other high schools
would have to be selected.
Finally the MCC counselors are so under-staffed
that they often are late for appointments. As a result
many students ask Mr. Sanchez for advice. Counselors
scold Mr. Sanchez when he advises students because the
counselors feel that advisement is their job. Mr.
Sanchez also says that many of his students
correspondents complain that the Minority Counseling
Center (MCC) counselors advise the students to take
unnecessary courses--in other words, offering incorrect
advice.
STUDENT RECRUITEE ASSESSMENTS OF THE RECRUITING AGENCY
Three of my respondents participated in this
program. The student's overall opinion of the agency
varied from below expectations to excellent . One
student gave the program a below expectation rating
because the organization did not attend to the needs of
its graduates. He said that the program provided
adequate support up until the student enters college. In
other words, the agency recruits but does not provide
retention services. This complaint demonstrates the
7 3
73
student's desire to remain with the same personnel during
the program and throughout college. This allows the
student to further his relationship with the same
personnel which strengthens the students confidence, a
factor that entices one to remain at the university. The
student's switch-over from the recruiter to the MCC
counseling office splices the attachment that developed
between the student and the recruiter, the student now
has to form a new relationship with another aaency. The
respondent said that the agency did not refer him to the
MCC office. He says that they provided a fatherly image
during the program yet dropped these services when the
student moved on to college. This feeling of rejection
was especially evident when the student program graduate
needed to fill out his Family Financial Aid Statement and
college application forms. He asked for agency
assistance but was turned down because he was a program
veteran.
1. The recruiting agencies should provide academic
and counseling support to the program students who enter
college. A student's transition from one agency to
another may not be easy, in fact if it is difficult the
student will have no other assistance sources to turn to
and could lead to an increase in drop out rates at the
university.
74
74
2. This same student respondent also said that
the program was inconsistent. For example, he and
another Hispanic friend applied to the program. The
friend was not accepted, yet the friend possessed a
superior high school GPA 2.8 verses 2.3, and a higher ACT
score of 27 verses 15.
The respondent said that he was one of the
students referred to the program by a friend who was
attending the program, the other student, his friend, was
recruited directly through interview arrangements.
THE MINORITY COUNSELING CENTER
The Minority Counseling Center functions to
resolve the personal and academic problems that the
faculty, students, and staff experience at CU. This
center, formerly known as the EOP Counseling Service, was
decentralized to form the Minority Counseling Center in
1980. Each EOP counselor focused on a specific minority
student group (either (3) Hispanic, (2) Black, (3) Asian,
or (4) Native American but the Minority Counseling
Center's counselors are now required to offer services to
White students as well as minority students.
The MCC is overseen by David Henson, the Vice
Chancellor of Academic Services. The center offers
minority students-individual counseling, Ethnic Advocacy
programs, minority scholarships, and free tutors.
75
Tony Alvarez, was the respondent for this agency.
He was asked to list the retention problems that Hispanic
students face on campus. Alvarez says that there are two
types of Hispanic students on campus. The first, is the
mainstream student who conforms more readily to
university life because he often comes from an integrated
high school; and is not surprised by the under
representation of Hispanic students.
The second student is the traditional Hispanic
student. This student typically wishes to maintain
contact with the culture and is very often from a high
school or neighborhood that has a large Hispanic
population. The second type of student experiences more
difficulty making a transition to the university because
of the small Hispanic population. This student often
returns home for the weekend to visit parents and friends
as a means of obtaining temporary security. Mr. Alvarez
says that the traditional student is prone to join a
small clique of Hispanic students who often isolate
themselves from mainstream society. He believes that a
position that occurs somewhere between both of these
extremes would be best stance for Hispanic students to
adopt. Mr. Alvarez argues that this is necessary because
the mainstream student often places less emphasis on
cultural background while the traditional student is
often too isolated from the mainstream. The degree to
76
which each of these two types of Hispanic students is
affected by the under representation of Hispanic
students, faculty, and staff at the university is not
presently assessable yet both groups probably undergo
some type of influence.
HISPANIC STUDENT RETENTION PROBLEMS
Mr. Alvarez listed the lack of minority faculty,
staff, and students on campus as variables that affects
Hispanic student retention at the university. He says
that Hispanic faculty are underrepresented in all
academic departments except for Spanish and in the Center
for Studies of Ethnic Studies and Relations in America
(CESRA). Mr. Alvarez also says that the Hispanic staff
recruitment figures are impressive until one notices that
many of them are in the service and maintenance category.
The presence of minorities in these lower status
positions offer minority students very few role models.
Mr. Alvarez believes that this may discourage students
from believing that they can reach their full academic
potential.
Mr. Alvarez also notes that the establishment of
MCC left many counselors with no jobs and depressed those
students who placed their faith in these counselors.
Those students who were counseled by Mr. Alvarez often
cite the lack of financial aid as an additional factor in
77
why they drop out. Students facing financial difficulty
there are often unable to overcome them because their
parents usually cannot provide the financial support
needed to keep their children in college. The Colorado
Daily reports that a study conducted by the American
College Testing Program concluded that "Hispanics, low-
income students and people with little education
generally are less willing to borrow money to go to
college than their wealthier peers" (1989:12). Hispanic
student reluctance to obtain school loans is particularly
distressing when one considers that "Loans now account
for about 67% of all federal student aid, compared to 21%
in 1975-76" (Colorado Daily 1989:12).
Another short-coming that impacts on student
retention is tutoring services. The MCC's tutorial
service does not have tutors for all majors offered by
the university. Thus, a student who needs help in an
academic area may not be able to receive tutorial
assistance. A lack of help can lead to failure and this
will certainly discourage students from continuing their
education.
Racism continually appears on campus. Mr. Alvarez
says that a Hispanic professor's sociology books were
defaced last year. Mr. Alvarez says that he has observed
minority students and white professor interactions that
to him demonstrated racism. This racism often appears
78
nonverbally that is, during an interaction the professor
is often hesitant to speak with the minority student
because he does not know how to identify with the
minority group. On the other hand, Mr. Alvarez says that
White student-teacher interactions takeoff more readily
because of the natural cultural-racial bond.
Mr. Alvarez feels that racism among Whites is
common due to peer pressure. Because White students are
the majority it is often accepted when a racist idea is
proposed among them because most of them will not be
offended. The high preponderance of ethnic minority
jokes (e.g., dumb Polish or lazy Mexican jokes) in
America reflects this practice. .Racism makes minority
students feel unwanted and loathed (Webb 1990), prompting
many students to leave the university.
The underrepresentation of Hispanic students is not
fair to the parents of those Hispanic high school
students who are paying their taxes to fund the
university. It can be argued that they are paying more
than their share of the taxes because their children are
proportionally attending college at a lower rate than the
White student population.
Mr. Alvarez says that minority-white university
relations can improve when Whites accept the fact that
minorities follow American nationalism as well as their
own cultural heritage. He also believes that to achieve
79
this goal that Minority funding needs to be increased to
provide more tutors, counselors, and Hispanic activities.
STUDENT EVALUATION OF THE MCC CENTER
There were respondents directly afflicted with the
MCC programs in the sample. One student said that the
MCC uses their resources to the best of their ability and
that they provide adequate counseling, academic advising,
and test taking. Another student respondent said that
counselors needed more office hours because there were
not enough office hours and staff counselors to provide
the much needed services.
THE MINORITY PROFESSOR-STUDENT PROGRAM (MPSP)
The Minority Professor-Student Program (MPSP)
began as a pilot program in the fall of 1987. The
program's continuity is attributed to program
participation which has more than doubled, from 12
mentorship pairs in the Spring of 1987 to 26 mentorship
pairs in the Fall 1987-Spring 1988 academic year (six of
which are Hispanic). The program is sponsored by the
Chancellor, Vice Chancellor of Academic Services, the
Multicultural Center, and the Associate Vice Chancellor
for Faculty Affairs. The MPSP is coordinated by Gwen B.
Sunata.
80
The program's main goal is to line up minority
students with faculty that possess the same academic
interest. The faculty members act as role models for
minority students; which enhances minority student
retention on campus. Each mentorship pair is assigned to
a staff liaison who functions to maintain an open
dialogue with all participants. This ensures that
personal and professional networks are operating
effectively between the pair, and the group as the whole.
Staff liaisons, then, act as go-betweens when they are
consulted by either the mentor or mentee.
Students are sent a brochure that outlines the
program's goals. They are asked to jot down their
academic field of interest. After the MCC receives the
completed applications, they mail the candidate
information regarding the semester's agenda. These
notices include the MPSP goal sheet, and a description of
the program's history, accomplishments, and future goals.
The goal sheet suggests events ( e.g., lunch, dinner,
board games, etc.,) that mentors and mentees can follow.
For each up and coming event, the mentor and mentee are
sent a descriptive notice about the event, as well as
information on the location and time.
Students meet their mentor at a retreat in
September held in the Rockies. Meetings comprise the
group as a whole (the students, faculty, and MPSP staff)
81
and one on one mentor-mentee events. Everyone is
expected to attend group meetings while the private
mentor-mentee events are scheduled separately by the
student and his mentor. The group's events for the
previous academic year included the Fall 1988 Retreat,
the "Adopt-a-Freshman" Program, restaurant and house
dinner party-meetings, and Friday Afternoon Colloquias.
The researcher managed to meet a mentor and had a
revealing conversation during the house dinner-party.
The dinner party was held on an evening in
October at 4-he home of Evelyn Hu-DeHart, a mentor
participant. The staff greeted participants as they
entered Evelyn's home, and asked them to sign their name
to a guest list and to a name tag. The name tags proved
conducive to conversation because naming introductions
were visually apparent. The event was designed to
enhance the relationship of the group as a whole by
conversation, dinner, and dance music. The event was
informal, as discovered by the researcher who was the
only person wearing formal business attire. Professor
Salvador Rodriguez Del Pino, who was discussing Hispanic
culture in the U.S. Southwest, offered the researcher an
entre' into the mentor/mentee program. Professor
Rodriguez Del Pino offered his services to the
researcher.
82
Since the acquisition of a mentor, we have met
approximately twice a week, and discuss anything that
comes to mind. Some of our activities include lunch at
the University Memorial Center, dinner at either house,
or a restaurant, a party for one of his classes at my
house, a Christmas party at his house, a Denver Symphony
outing, and after class meetings.
OTHER MEETINGS
During a group meeting at a restaurant, mentors
and mentees were handed A Mid-semester Check-In Form.
The form asked participants to evaluate the program and
suggest improvements. These responses provided an
excellent tool for the MPSP staff to gauge their
performance as well as to design more advanced programs
for the future.
A Faculty Information Resource Bank was
established to provide an information sheet for each
Faculty Mentor. The resource bank lists the faculty
member's research, professional, and non-professional
interests as well as other useful information for the
establishment of an appropriate match with a student
menter:.
The "Adopt-a-Freshman" Program seeks to align
experienced mentorship pairs with a new first year
student. The relationship allows the new student to
83
relate to either mentorship pair at their respective
level. The veteran-mentee acts as a near future student
role-model while the mentor acts as a distant future
professor-role model.
The majority of the informal group events for
this semester, and the end of last semester, have weekly
taken place on Friday evenings at Potter's Bar in
Boulder. This is not the ideal location because the
majority of the student mentees are under 21 and thus
cannot attend evidenced by the low attendance rates.
Only about half-a-dozen students and one mentor out of
26 pairs usually show up. There may also be many
students who do not wish to drink, yet feel compelled to
do so because of the environment.
An ideal replacement spot for Potters would
require a generic atmosphere that does not discriminate
between members' participation-based on age, alcoholic or
non-alcoholic consumption, or any other personal
distinctions. Up to now, the house dinner-parties and
restaurant events have been the most heavil, attended
events. That is probably because provide an environment
that does not discourage mentors and mentees from
attending because of their differing personal values.
The MPSP is working toward its goals in (1) the
achievement of a campus environment that supports and
encourages gender, ethnic, and cultural diversity; and
c4
84
(2) the development of a strong sense of community among
students, faculty, and administrators.
THE MINORITY FRESHMAN PROGRAM
The Minority Freshman Program falls under the
jurisdiction of the University Learning Center. The
program offers freshman courses, to CUOP Fall Institute
students (new and continuing), CUOP regularly admitted
students, student athletes, and non-minorities (if space
is available), in core academic subject areas.
Complementary labs in math, science, writing, reading,
and study skills as well as tutorials in almost all
subjects areas and a wide range of workshops complete the
programs service offerings. Students meet teachers in
small classrooms which enhances individual attention.
The program encourages teaching development through the
Faculty Teaching Excellence Program and the Graduate
Teacher Programs.
THE HISPANIC STUDENT ASSOCIATION
The Hispanic Student Association is funded by
the University of Colorado's student government (UCSG).
The club's activities are numerous so that only a small
sampling of them are discussed here. Some of the
activities include recruiting and tutoring Hispanic high
school students, and college students, arranging holiday
85
events (e.g., Cinco de Mayo) and parties, attending the
National Association of Chicano Studies (NACS)
conference, fund raisers (e.g., bake sales), and
sponsoring guest speakers (usually other student club
speakers) all of which provide a strong social support
network. Because this club recruits high school students
and provides retention services it is best to classify.
them as a recruiting-retention agency.
This student club's social organization consists
of a president, vice-president, a secretary, treasurer,
and members in general. The president chairs the
meetings, selects the time and place, organizes some of
the other events, and ultimately decides what activities
may be funded.
The meetings are held once a week for a two
hour period in a room at the University Memorial Center.
On a typical day, the president and officers sit on one
side of the table, while the members sit on the other
three sides or in chairs located in the front of the
table. A chalkboard sits in one corner of the room, for
use by guest speakers and club members during the
elections. The first event of the meeting begins when
the officers present their agenda, announce guest
speakers, and call the meeting to order. The guest
speakers on October 24th included representatives from
the Peace Corps, C.I.S.P.E.S,, and Affirmative Action
86
organizations. The topics usually focus on current and
upcoming events, AIDS prevention, UMAS newsletter
production, co-ed volleyball, a Tai-Chi speker, Cinco de
Mayo preparations, and the student coalition group-
formed among the many student groups on campus.
Gene Rodriguez, the club's president was also
interested in increasing student club membership. To
do this, Mr. Rodriguez obtained a list of the phone
numbers and addresses of the Hispanic students and
faculty at the university. Each one is contacted by
telephone or by mail and given a notice of the club's
goals, meeting time, and place. During each meeting, Mr.
Rodriguez asks every member to bring a new member to
increase club membership.
In 1989, members of Movimiento Estudiantil
Chicano de Aztlan (MECHA) merged with the Hispanic
Student Association by attending club meetings. Because
each organization already has a president, it may pose a
conflict when both do not agree on how to resolve a
particular issue. Nevertheless, the unification provides
a larger labor force which can be used more effectively
to carry out proposals.
The Hispanic Student Association also planned to
raise club funds through its involvement with the Boulder
Eco-cycle program which pays groups to distribute
newsletter crates among various neighborhoods. The
87
meeting ends when the president asks the club members if
they have any questions or anything more to say.
HISPANIC RECRUITMENT ACTIVITIES
T" 1985, the association formed an crganization
called "La Raza." The purpose of La Raza is to recruit
Hispanic students from high schools in the nearby cities,
towns, and hamlets, these included but are not limited to
Lafayette, Pueblo, Denver, Centennial, and Central High
Schools. During the 1985-1986 academic year, the club
recruited at least four students by telephone and high
school visits. The club called high school counselors to
obtain permission to arrange for high school visits. The
club also transported high school students to the
university for a campus tour. They provided high school
tutors and advised college bound high school students to
increase their GPA, fill out university admission forms,
complete the financial aid form (FAF), or Family
Financial Statement (FFS), and other information that
each college major requires. Some of these high schools
formed their own organizations and one high school
organization continues Lo provide all of the above
services to its student body.
88
INTRA-AGENCY COMMUNICATION
This study's informant says that La Raza's
success led the University's office of Admissions to
adopt a similar program, known as the Diplomat Program.
The office of Admissions received word of the club's
recruitment success and now takes members to high schools
to act as college student representatives.
The club also co-sponsored a post-undergraduate
workshop in the fall of 1988. Dean Shankman, university
admissions officer, and a financial aid representative
spoke about the graduate school requirements to a crowd
of minority students. Other minority graduate students
spoke on their life experiences in graduate school and
the adjustments that had to be made in order to survive
in graduate school. In addition, several professors
representing various colleges at the university spoke on
their school's requirements.
INTRA-CLUB COMMUNICATION
The club planned to correspond with several other
clubs by sending representatives to each club, to learn
of their goals. The club has representatives who attend
meetings at APAC, MECHA, and the Hispanic Law Student's
club. As a result, APAC asked if they could co-sponsor
the Cinco de Mayo festival and other functions. MECHA
now meets with the club. Mergers of MECHA have attended
G 3
89
meetings of the Hispanic Law Students, The Hispanic
Engineering, the Hispanic Business Club, and the Minority
psychology clubs in an effort to expand intra-club
communication.
THE NATIONAL ASSOCIATION OF CHICANO STUDIES
Approximately thirteen club members attended the
National Association for Chicano Studies (NACS) XVII
annual Conference in Los Angeles from March 29 to April
1, 1989. The purpose of the conference was to present a
program that addressed topics, issues, and problems
relating to the Chicano community. Emphasis was placed
on current research, policy implications, and the
exploration of relevant theories. NACS offered those
attending a rich array of workshops, resource persons,
book and material exhibits, arts and cultural events as
well as the organization's business meeting.
90
CHAPTER VI
STATISTICAL ANALYSIS OF THE PROBLEMS THATHISPANIC STUDENTS, RECRUITERS, AND
RETENTION AGENTS REPORTED DURING THEINTERVIEWS
The following analyses examined issues raised by
recruiters, students, and retention staff in a
quantitative manner. Statistical tests use are based on
the type of data (e.g., nominal, ordinal) and the
appropriateness of technique (e.g., using a chi-square
test as opposed to a t-test).
UNMET FINANCIAL AID NEED AS AN ATTRITION VARIABLE
One of the most significant problems prohibiting
Hispanic freshman students to college is tlae lack of
financial aid support. For example, Rube (1988) states
that the majority of those who did not register in his
engineering program cited financial difficulties as the
major reason. Unfortunately it was not possible to test
whether or not Hispanic high school graduates were
discouraged from applying to the university specifically
for financial reasons because the sample only encompassed
Hispanic college students. However, the impact of unmet
financial need upon those financial aid student
recipients who responded did reveal an interesting
0 1.1 J
pattern. Approximately 60 % of the students indicated
that financial difticulties adversely affected their
school performance (table 6) .
TABLE 6
STUDENTS WITH UNMET NEED CONTROLLING FOR FINANCIALDIFFICULTIES
HAVINGPROBLEMS
NOT HAVINGPROBLEMS
TOTLL
sample sizE =25
n f cf
15 60 60
10 40 100
25 100 100
91
Of the total percentage of those students facing
financial difficulties due to unmet need, 13.3 % relied
on employment, 60 % on loans, and 26.7 % on direct
contributions from their families or a combination of all
three (table 7) .
TABLE 7
STUDENTS WITH FINANCIAL DIFFICULTY CONTROLLING FORPOSSIBLE SOLUTIONS
EMPLOYMENTLOANSFAMILY
TOTAL
N2
9
4
F13.360.026.7
CF13.373.3100
15 100 100
The null hypothesis stated "There is no association
between unmet need and student financial difficulty."
92
The alternate hypothesis sought to test an association
between unmet need and student financial difficulty.
Student financial difficulty was considered a potential
economic explanation for Hispanic attrition on campus.
Because the Bata was categorical (as in unmet need and
student financial difficulty) it could be displayed in a
bar chart. The data revealed that a higher proportion
(60%) of the students experienced financial difficulty
due to unmet needs. What this suggested was that unmet
needs encompass a greater spectrum for some Hispanic
students that for others. It also showed that financial
aid must be expanded to include more factors besides just
tuition, books, housing, and food allowances.
SCHOLARSHIPS TO RESOLVE STUDENT FINANCIAL DIFFICULTIES
There are minority undergraduate and graduate
scholarships and arants at the University of Colorado,
four of which (based on student responses) are solely
geared toward Hispanic students. The Hispanic Alumni
Scholarship offers a $ 500 scholarship, the Latin.
American Edudational Foundation scholarship offers a
$ 600 scholarship, the Hispanic Scholarship offers a
$ 1,000 scholarship, and the Roybal Associates
Scholarship annually awards $ 600 to a deserving Hispanic
undergraduate.
93
The remaining scholarships apply to minorities in
general. The Arnold CU Opportunity Scholarship awards 25
scholarships of $ 1,000 each to freshman minority
students. The Boulder Scholars awards $ 500 to $ 1,000
to students who are from underrepresented ethnic groups.
The G.G. Liebhardt Minority Scholarship annually awards
three scholarships to minority students who are making
satisfactory academic progress at CU-Boulder. The
Procter and Gamble Leadership Scholarship awards one
scholarship annually to the minority student who
demonstrates outstanding leadership on campus and in the
community. While the Law School Minority Grant awards up
to $2,600 to minority students in law school. Among the
numerous scholarships available, only five students in
the sample indicated that they received money from these
sources.
IS THERE A RELATIONSHIP BETWEEN LOW PARENT INCOME ANDSTUDENT FINANCIAL DIFFICULTY ?
One compelling question that this research
fostered was. What is the relationship between parents
income and student financial difficulty ? That is, do
students who come from families with low income
experience greater financial difficulties in school
despite the alleged equalization factor of financial aid
? (table 8)
n4
.
94
TABLE 8
THE RELATIONSHIP BETWEEN LOW PARENT INCOME ANDSTUDENT FINANCIAL DIFFICULTY
COUNTROW %
COLUMN %TOTAL %
FINANCIAL DIFFICULTY
DIFFICULTY NO DIFFICULTY
PARENT INCOME 2 3
LESS THAN 40.0% 60% 19.2%20 K 25.0% 16.7%
7.7% 11.5%
PARENT INCOME 6 15GREATER 28.6% 71.4%THAN 20K 75.0% 83.3% 21
23.1% 57.7% 80.8%
TOTAL 8 18 2630.8% 69.2%
Anthropological significance:The final probability figure of p= 4.0867 is sufficientlylarger than p0=.05 assigned so the null hypothesis cannotbe rejected.
Q=4.0867 P<0.05
The findings imply that Hispanic students are not
dropping out of the university because of financial
difficulties. Nevertheless, the present study's sample
of students with low income parents consisted of only
five responses whereas the number of students with high
income ($20,000 or more) parents totaled 21. This small
sample without any other purpose, may in fact serve as a
proportional representation of low income students who
attend the university.
9';
RECRUITED VERSUS NONRECRUITED STUDENT ACADEMIC TESTPROFILES
The data analysis in this section compares
recruited Hispanic students verses non-recruited Hispanic
using high school Grade Point Average (GPA); college
GPA; the American College Test (ACT); and the Student
Aptitude Test (SAT) scores to as measures of academic
success.
The purpose of this section is twofold. It
allows for testing whether or not high school (GPA) is an
adequate measure of high school academic performance.
The second section compares SAT and ACT scores against
high school GPA to see if they are adequate at
determining high school academic performance. The
Spearman rank order test was used to measure student high
school GPA to SAT and ACT scores tocause these scores are
ranked ordinally. When student high school GPA's were
compared to SAT scores, no relationship was established,
but when student SAT and ACT scores were compared, a
relationship was determined (see tables 9-10).
96
TABLE 9
IS THERE A RELATIONSHIP BETWEEN HISPANIC HIGH SCHOOL GPAAND SAT SCORES ?
Ho: There is no relationship between Hispanic high schoolGPA and SAT scores.Hl: There is a relationship between Hispanic high schoolGPA and SAT scores.
Test chosen: The Spearman Rank Order Correlation becausehigh school GPA and SAT scores could be ranked on anordinal scale.alpha=.01critical value=2.9sample size=Table used:Spearman Rank
Sub-ieots
18TableOrder
HS GPA
DF=16P of critical values of rs,Correlation coefficient.
& rank SAT Scores & rank
The
di di^2
001 3.3 9.5 1270 .16 -6.5 42.25002 2.8 3 1180 15 -12 124003 3.0 6 1110 12 -6 36004 3.0 6 1100 10.5 -4.5 20.25005 3.8 15.5 850 2 13.5182.25006 2.5 1 500 1 0 0
007 3.7 14 980 3 11 121008 3.0 6 1050 6.5 -.5 .25009 4.0 18 1300 17 1 1
010 2.7 2 1000 4 -2 4
011 3.0 6 1100 10.5 -4.5 20.25012 3.9 17 1080 8 9 81
013 3.0 6 1050 6.5 -.5 .25014 3.5 12 1030 5 7 49015 3.3 9.5 1090 9 .5 .25016 3.4 11 1150 13 2 4
017 3.8 15.5 1170 14 1.5 2.25018 3.6 13 1310 18 -5.0 25
Total=18 18 RANKS 18 713
rs=.257T=1.03
Anthropological significance: Since the computed value(1.03) is less than 2.9, we may not reject the nullhypothesis at the one percent level. Thus, the rankingof student high school GPA and SAT score are not related.
When high school GPA's were compared to ACT scores, arelationship was established (see table 10).
97
TABLE 10
Are recruited Hispanic student SAT and ACT scores related
Ho: Recruited Student SAT and ACT scores are not related
Hi: Recruited Student SAT and ACT scores arerelated ?
Test Chosen: Spearman rank order correlation coefficientbecause the data could be ranked.Alpha:.05Table used: Table P, table of critical values of rs, theSpearman Rank Correlation Coefficient.Critical Value: 2.4
Recruit SAT score & rank ACT score & rank di di2001 1270 6 28 6 00002 850 1 23 1 0 0
003 1300 7 29 7 0 00J4 1080 2.5 26 4.5 -2 4
005 1090 2.5 26 4.5 -2 4
006 1150 4 25 2.5 1.5 2.2007 1170 5 25 2.5 2.5 6.2008 1310 8 30 8 0 3
Total 8 8 0 16.5
rs=.8000T=3.16
Anthropological Significance: Since the computed valueof 3.1 is greater than 2.4, we reject the nullhypothesis at the five percent level and conclude thatthe rankings of students ACT scores and SAT scores arerelated.
When high school GPA's were compared to ACT scores,
a relationship was established (see table 11).
98
TABLE 11
IS THERE A RELATIONSHIP BETWEEN STUDENT HIGH SCHOOL GPAAND ACT SCORES ?
Is there a relationship between student high school GPAand ACT scores ?
Ho: There is no relationship between student high schoolGPA and ACT scores.Hl: There is a relationship between student high schoolGPA and ACT scores.
Test Chosen: The Spearman Rank Correlation Coefficientbecause student high school GPA and ACT scores can beranked ordinally.Alpha=.01, sample size= 24, Critical value: 2.074Table used: Table p table of critical values of rs, theSpear Rank Correlation Coefficient.Subjects HS GPA & rank ACT & rank di die
001 3.5 10.5 28 17.5 -7 49002 2.6 3 20 7 -4 16003 3.6 13 14 1 12 124004 3.8 16.5 23 10 6.5 42.25005 3.2 4 22 9 -5 25006 3.3 6 19 5.5 .5 .25007 3.6 13 17 3 10 100008 4.0 23.5 29 14 -3 6.25009 3.4 8.5 15 2 6.25 42.25010 2.5 1.5 19 5.5 -4 16011 3.9 20 26 14.5 5.5 30.25012 3.7 15 27 16 -1 1
013 3.5 10.5 21 7 2.5 6.25014 2.5 1.5 18 4 -2.5 6.25015 4.0 23.5 29 21 2.5 6.25016 3.9 20 24 11 9 81017 3.3 6 29 21 15 225018 3.3 6 26 14.5-8.5 132.25019 3.4 8.5 25 12.5 -4 16020 3.9 20 29 21 -.5 .25C '1 3.8 16.5 25 12.5 4 16,42 3.9 20 28 17.5 2.5 6.25023 3.9 20 29 21 -1 1
024 3.6 13 30 24 -11 121
To_a1=241,074.55
Rs=.6047T=3.51
24 ranks vs 24
99
Anthropological significance: Since the'computed value(3.5) is larger than the critical value (.485), we mayreject the null hypothesis at the one percent level andconclude that the rankings of student high school GPA andACT scores are related. Because all three of these tests(H.S.GPA,SAT, & ACT) showed associations when compared toone another, it indicates that any one of the three testscould be employed to determine high school academicachievement. Their reliability provides recruiters witha firm high school academic level of measurement that canbe used in future tests that wish to academically predictwhat a high school student might accomplish in college.
The two tests(SAT & ACT, HS GPA & ACT) showed associations
when compared to one another, which indicates that either
one can accurately be used to measure high school student
academic performance. Hence, the cross-verification of
these high school academic measures (GPA, SAT, & ACT)
allows recruiters to use any of them to academically
predict how a high school student will perform in college.
ACT, SAT, AND HIGH SCHOOL GPA AS COLLEGEPERFORMANCE PREDICTORS
It is important for the recruiter to determine if
there is a correlation between the high school and college
GPA of recruits; if a relationship existed, a recruiter
could determine what high school GPA correlates with the
university's lowest acceptable grade. It might be used to
predict a high school graduate's academic future in
college. The correlation test was chosen because the data
was continuous and the level of measurement was interval-
ratio (see table 12).
1 0
TABLE 12
CORRELATION BETWEEN HIGH SCHOOL AND COLLEGE GPA FORRECRUITS
High School GPA College GPAX
100
XY X21) 3.5 2.7 9.45 2.25 7.292) 3.9 3.5 13.65 15.21 12.253) 3.2 2.0 6.40 10.24 4.004) 3.9 2.9 11.31 15.21. 8.415) 3.9 2.5 9.75 15.21 6.456) 3.6 3.4 12.24 12.96 11.56
22.00 17.00 62.8 81.08 9.76
x MEAN = 3.66 Y MEAN = 2.83
R= 62.8 6(3.66) (2.83)((81.08-6(3.66) ] [49.76-6(2.83)
R=.055
The findings revealed that r=.055 which indicates
no relationship between student high school GPA and college
recruit GPA. Nevertheless, the sample consisted of only
six recruits, and thus it may be inadequate to formulate
results.
Unfortunately, an accurate sample size for recruits is
not presently possible because most university recruiters
do not keep track of the number of students who entered
college through their program. The university could keep
track of these figures by placing a non-recruit/recruit
question on their admission questionnaire for entering new
students to answer. A numerically sufficient sample awaits
this assessment.
1 BEST COPY AVAILABLE
101
The investigatqr also conducted a correlation test
between the high school and college GPA's of non-recruits
(see table 12). The correlation test was employed because
the data was interval and the level of measurement was
interval/ratio. The R=.1341 which indicated a weak
correlation (see table 13).
HIGH SCHOOL AND
E.S. GPA COLLEGE GPAX Y
TABLE 13
COLLEGE GPA OF NON-RECRUITS
XY X2 Y2
1) 3.2 3.0 9.6 10.24 9.002) 3.6 3.2 11.52 12.96 10.243) 3.0 2.5 7.50 9.00 6.254) 3.0 2.7 8.1 9.00 7.295) 3.8 3.6 13.68 14.44 12.966) 2.7 3.5 9.4 7.29 12.257) 3.0 3.7 11.10 9.00 13.698) 3.0 3.2 9.60 9.00 10.249) 3.5 3.0 10.56 12.25 9.00
10) 3.0 3.2 9.60 9.00 10.2411) 3.5 2.8 9.80 12.25 7.8412) 2.5 2.5 2.30 5.75 5.2913) 4.0 3.5 14.00 16.00 12.2514) 3.3 4.0 13.20 10.89 , 16.0015) 3.3 2.0 6.60 10.89 4.0016) 3.4 2.2 7.48 11.56 4.8417) 3.9 2.4 9.36 15.21 5.7618) 3.8 2.3 8.74 14.44 5.29191 3.9 3.2 12.48 15.21 10.24
65.4 56.3 188.12 214.88 172.67
mean of x=3.442 y=2.96
r= 188.12-19 3.44 2.963)[214.88-19(3.442) ] [172.67-19(2.963) ]
r=.1341
Both non-recruits and recruits yielded weak correlations
between their high school and college GPA's.
1BEST COPY AVAILABLE
102
HIGH SCHOOL GPA PREDICTS COLLEGE GPA
The next hypothesis wished to determine if high
school GPA can predict college GPA, The data was derived
from table 13. The regression test was chosen because the
data was continuous, the level of measurement
interval/ratio, and the hypothesis required a test of
prediction. The hypothesis was tested through the
Regression by standard least squares method and the
Regression through origin (see table 14 and figure 3).
TABLE 14
REGRESSION FORMULA FOR SHOWING HIGH SCHOOLGPA AND COLLEGE GPA
B= 188.12-19(3.442) (2.963) -5.34
Y= 1.789+.52x=
X Hiah school C.P.A. (Observed)Y College GPA 2.4 2.5 2.7 3.2 3.8y=1.789+.52x 3.0 3.0 3.1 3.4 3.7 Standard LeastSquares
y=.87xorigin
2.0 2.1 2.3 2.7 3.3 Regression through
X Hiah school GPA (observed)2.5 2.7 3.2
3.8Actual college GPA 2.3 3.5 3.0 3.6
1
103
CollegeGPA4.00
3.75
3.50
3.25*
3.00
2.75
2.50
2.25 x +
2.00
0.00 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75 4.0High School GPA
FIGURE 3Regression of high school GPA and college GPA
.Least Squares Method = (*)Regression through Origin = (+)
Actual College GPA = (x)
The two lines of regression are nearly parallel. The
difference in slope (.87-.52) amounting to only .35. The
Regression through the origin proved to be a fairly
accurate at predicting college GPA from high school GPA.
For example, when the observed x value (high school GPA)
was 3.2, the actual y value was 3.0, the regression through
origin predicted a 2.78 value. The regression by standard
least squares method was less accurate, it predicted a y
value of 3.45 (coJlege GPA) for the observed x value of 3.2
(h.s. GPA) .
1 4
104
LOWERING THE UNIVERSITY'S HIGH SCHOOL GPAENTRANCE
The Hispanic student representative program
recruits high school students with the lowest GPA (2.5-
3.2); yet the regression formula in table 14 indicates that
students with a high school GPA of 2.4 can attain a college
GPA of 2.08, which is satisfactory academic work. The
Hispanic student Representative program should lower their
2.5 high school GPA requirement to 2.4, to accommodate
those high school who are predicted to satisfactorily
perform at the university (see table 14).
ACT SCORES PREDICT COLLEGE GPA
The researcher also tested whether student high school
ACT scores can predict college GPA. The Least Square's
regression test was employed to show the linear
relationship between student high school ACT scores and
college GPA. The test proved fairly accurate at predicting
College student GPA from high school student ACT score.
For instance, when a student's actual ACT score of 21 was
plugged into the regression formula y=1.265 (.064) X
(table 15), a predicted y value = 2.6 GPA appeared which
was fairly close to the student's actual GPA of 2.8 (figure
4). Hence, when the student ACT score and high school GPA
act as x in the regression formula they can predict
1 rJ
105
approximate values for college GPA (the Y value) (see table
15) .
TABLE 15
LEAST SQUARE'S REGRESSION TEST SHOWING THERELATIONSHIP BETWEEN A STUDENT'S HIGH
SCHOOL ACT SCORE AND COLLEGE GPA
Can a student's high school ACT score predict his/hercollege GPA ?
Test chosen: I employed the Least Square's Regression testto show the linear relationship between a student's highschool ACT score and college GPA.
15 (1,143.2) -(388) (438)
15 (10, 196) -(388) ^2
b= 153.6 = .0642396
=25.86
a= y - bx
-b
y= 43.8= 2.92 & x= 388
15 15
==
2.921.265
- (.064) 25.86
y= 1.265 + (.064) 20
x= 20,y = 1.265 + (.064)20= 2.545x= 24,y = 1.265 + (.064)20= 2.801x= 15,y = 1.265 + (.064)15= 2.225x= 28,y = 1.265 + (.064)28= 3.057
1,.6
106
4.003.753.50 * * *
3.25 (28.3.0)3.00 * *
2.75 (x,y)=(28.56,2.92)2.50 (24,2 8) * *
2.25 (20,2.5) *
2.0020 21 22 23 24 25 26 27 28 29 30
ACT Scores
Anthropological Significance: When a student's actual ACTscore of 21 was plugged into the regression formula:y=1.265 +(.064) *X , a predicted y value (GPA) of 2.6appeared which was fairly close to the student's actual GPAof 2.8.. Hence, when the student ACT score and high schoolGPA act as x in the regression formula they can predictapproximate values for college GPA (y).
FIGURE 4SCATTER DIAGRAM AND REGRESSION
GRAPH: STUDENT ACT SCORES PREDICTCOLLEGE GPA
LOWERING STUDENT ACT SCORE REQUIREMENTS AT THE UNIVERSITY
When a high school student earned an ACT score of 20,
the line of regression formula predicted a college GPA of
2.545. This student's ACT score indicates that he/she will
satisfactorily perform yet the university's lowest
acceptable ACT score is 23 (the college of music's entrance
requirement). Thus, the regression test indicates that the
university should lower their ACT requirement score because
students with ACT scores between 20 and 22 will perform
satisfactorily at the university level.
107
SAT SCORES DO NOT PREDICT COLLEGE GPA
No correlation exists between student SAT scores
and college GPA, which prevented the researcher from
conducting a regression test for predicting college GPA
from SAT scores.
CURRENT COLLEGE GPA OF NON-RECRUITS VERSUSRECRUITS
The distinction between non-recruits and recruits
allowed the researcher to compare their academic success by
high school G.P.A., Current G.P.A., A.C.T. composite score,
and S.A.T. composite score. The first test compared the
current G.P.A. of non-recruits to recruits. A two sample
T-test was employed because there were two samples (non-
recruit and recruit), the data was continuous, and the
level of measurement was interval. The researcher
hypothesized that recruits achieve higher college G.P.A.'s
than non-recruits. The findings inicate that recruits do
achieve higher G.P.A.'s than non-recruits. The T score of
3.16 was larger than the critical value 2.052 so we
rejected the null hypothesis
(see table 1).
1'JJ
108
TABLE 16STANDARD DEVIATION AND THE TWO SALE T TEST FOR THE
COLLEGE GPA OF NON-RECRUITS AND RECRUITS
Non-recruit college G.P.A.xi xi2
Recruit college G.P.A.xi Y:'
3.0 9.0 1.27 7.293.2 10.24 3.5 12.252.5 6.25 2.0 4.02.7 7.29 2.9 8.413.6 12.96 2.5 6.253.8 14.44 3.4 11.563.5 12.25 3.5 12.253.7 13.69 3.6 12.963.2 10.242.8 7.8 n=8 24.1 74.972.3 5.293.5 12.25 GPA PER RECRUIT = 3.014.0 16.002.0 4.002.2 4.842.4 5.763.2 10.242.7 7.29
56.8 194.4
GPA PER NON-RECRUIT= 2.704N=21NON-RECRUIT COLLEGE GPA RECRUIT COLLEGE GPA
Sx = 1.3933 Sy= .543
T= 3.1632 > 2.052Table used: A.4Sample size= 29-2=27critical value: 2.052Anthropological Significance: The T score is larger thanthe critical value (2.052) so we may reject the nullhypothesis and accept the alternate hypothesis as valid.
RECRUITS RECEIVED A LOWER H.S. GPA THANNON-RECRUITS
Because recruits achieve higher college GPA's than
non-recruits, it was assumed that they also earn a higher
BEST COPY AVAILABLE
109
high school GPA than their counterparts. The two sample t
test was employed for this test because there were two
samples (recruit and non-recruit), continuous data, and
interval measurements. The T score (1.18) was smaller
than the critical value (2.021) so we may not reject the
null hypothesis. Thus, recruits did not achieve higher
high school G.P.A.'s than non-recruits (See table 17).TABLE 17
T-TEST COMPARING NON-RECRUIT HIGH SCHOOL GPA TO RECRUITHIGH SCHOOL GPA
NON-RECRUIT HIGH SCHOOL GPASx=.3741Mean=3.3
RECRUIT HIGH SCHOOL GPASy=.50
Mean= 3.41
T Score3.3-3.41
T= 1.1839Alpha=.05Sample Size:47-2=45Critical Value= 2.021Anthropological significance: The T score (1.1839) issmaller than the critical value (2.021) so we may notreject the null hypothesis.
If recruited and non-recruited college students, on
the average, earned similar high school GPA's; yet, the
recruited students went on to earn a higher college GPA,
then it indicates that the recruited college students are
academically benefitting somehow over their counterparts.
The non-recruited students higher GPA is attributed to the
services that recruiting agencies offer (e.g., tutorials,
counseling, and academic advising). These services act as
a support network for Hispanic students. Recruited
LO
110
students have already participated in these services and
know they can return anytime for further assistance.
The recruited students higher college GPA also
probably corresponds to a higher retention rate than those
of non-recruits. Although not all of the recruiting
agencies record their students' retention rates; of those
that do, such as the Mejor, Minority Engineering, and
Minority Law Recruitment Programs, achieve better retention
rates than the Hispanic student population as a whole. For
in-lnce, The Mejor Program shows a 95 % retention rate
(see figure 2) among the Hispanic student population
whereas the CU-Office of Research and Testing showed a 36
% retention rate for the overall undergraduate Hispanic
student population (1987:3).
The next hypothesis tested whether or not student
ACT scores are related to parent education level. It was
hypothesized that those Hispanic students who scored 25 or
above on the ACT (American College Test), more frequently
had parents who earned a bachelor's degree or higher
(table 18).
111
TABLE 18HISPANIC STUDENT ACT SCORES AND PARENT EDUCATION LEVEL
Hispanic
Hispanic student ACT scores
Larger than 25 Less than 25 Total
Student (Equal or + 9 3 12
Parent Larger Than)Education
of fouryears ormore
(less than) 5 7 12
14 10 24
alpha:.01 two tailed =.05 bc<adsample size=24
p=.088 + .016 + .0013 +.00003= .10533
An ACT score of 25 was chosen because this is the minimum
score needed for entry into the college of arts and
sciences, the college mLst students apply to. The Fisher's
exact test was chosen because the variables fit the two by
two continaency table and because there was more than one
expected value that was less than five. The final
probability figure of p=.1053 was significantly greater
than p@=.05 assigned so the null hypothesis could not be
rejected. Thus students who scored a composil:.e ACT score
of less than or more than twenty five did not tend to have
parents who possessed a bachelor's degree or higher.
PARENT EDUCATION LEVEL AND HISPANIC STUDENT SAT SCORES
A Fisher exact test was conducted for those
students who provided their parents' education level and
SAT scores. It was hypothesized that students who earned
112
a SAT composite score of one thousand and fifty or more-
were more likely to have parents with a bachelor's degree
or higher when compared to those students who achieved a
SAT score below this score. 1050 was designated as the
cutting off point because this was the minimum required SAT
score for students entering the college of arts and
sciences. The Fisher's exact test was chosen because the
sample size was less than twenty and the SAT score and
parent education level variables fit into the two by two
contingency table (table 19).
TABLE 19HISPANIC STUDENT SAT SCORES AND THEIR PARENTS' EDUCATION
LEVEL
Hispanic student SAT scores (1050)
equal or greater greater
than 1050 than 1050 Total
Hispanic Student =or> 4 years 10
Parentcollegeeducationby year
=or< 4 years
2 12
4 7
14 10 24
alpha: .05 bc<adsample size: 19
The final probability figure of p=.09424 was less than the
p@=.05 assigned so the null hypothesis could not be
rejected. Although the hypothesized ACT (25 +) and SAT
(1050) scores did not correspond with parent college
education (of feu': years or more), the cell (a) where there
1__3
113
association lay revealed a higher frequency than the
remaining cells of b, cr and d. For instance the number of
Hispanic students with SAT sccres of twenty five or more
and parent education levels of four or more college years
totalled 9, the largest cell frequency in the 2 by 2
contingency table. The number of Hispanic students with
SAT scores of 1050 or more with parent education levels of
four years or more totalled 10, the largest cell frequency
in the 2/2 contingency table.
1L4
114
CHAPTER VI
TOWARD A COMMON GROUND: RECOMMENDATIONS AND SOLUTIONS TOHISPANIC STUDENT RECRUITMENT AND RETENTION AT CU
Many minority recruiters do not record their
student recruitment and retention rates. Recruitment and
retention success rates for the university as a whole
cannot be directly attributable to these organizations.
The Admission office, Diplomat program, Cranston Minority
Seminar, and Minority Representative Coalition
organizations have not compiled recruitmt- t cr retention
rate data. However, among the smaller recruitment units,
such as the Minority Law program, Hispanic Engineering
program, Hispanic student Representative program, and
Hispanic student association recorded their Hispanic
recruitment rate data (see figure 1) .
Many campus press articles attribute CU's increasing
minority enrollment figures to heightened recruitment
efforts. For example, when Pete Storey of Admissions was
asked by a campus press writer about the increase among
minority freshman during 1988 fall semester, he responded
"We (recruiters) really have reached more students
"(Johnson, 1988). However, Storey's response cannot be
verified because some recruiters do not record their
1L5
115
recruitment figures, thus they cannot gauge recruitment
success or failure, perhaps an intentional omission.
Recruitment efforts can only be adequately explained by
comparing the number of those minority students who were
recruited in a year by year analysis.
A METHOD FOR CU TO ASSESS HISPANIC STUDENTRECRUITMENT AND RETENTION
The university's Hispanic recruitment and retention
rate could be assessed by the Admissions office. This is
true because they process information on every student who
enters the university. Hispanic recruitment could be
assessed, if the Admissions office asked each freshman
applicant to note his ethnicity and list whether he was
recruited by a CU representative or not. These questions
could be placed on the acceptance notice that every first
year (graduate and undergraduate) student receives from the
university. These questions could be placed on the
student's fall acceptance forms, and the recruitment
figures could be tallied and compared to the results of
each fall enrollment to measure recruitment success for the
academic year. The rate for each recruitment organization
could be examined from year to year. Those organizations
that exhibit poor recruitment rates should reassess their
recruitment practices.
A major shortcoming of recruiting and retention
agencies lies in their failure to record their retention
116
116
and attrition figures. By ignoring recruitment and
retention rates as a whole the current minority retention
problem is directly linked to university services. In this
study, the Mejor program was the only agency that was able
to provide approximate retention records. The program's
high retention rate (95 %) indicates that the program is an
ideal retention model (see figure 2), and perhaps is one
that should be copied by other agencies.
AN ALTERNATIVE METHOD FOR DETERMININGRECRUITMENT AND RETENTION
Although Hispanic student recruitment and retention
at the university could not be measured due to the lack of
data comparisons between Hispanic non-recruit and recruited
high school and college GPA allowed the researcher to
indirectly gauge recruiter and retention performance.
Hispanic high school recruits and non-recruits achieved a
similar high school GPA (3.4 verses 3.3) yet recruits on
the average earned a higher college GPA (3.0) than non-
recruits (2.7). These data strongly suggest that recruits
are benefitting from university support services such as
tutors and counselors.
RECRUITER PROBLEMS
There are two recurring problems that more than
one recruiting agency face (1) budget deficiencies and (2)
and insufficient intra-agency communication.
117
Budget deficiencies cause many other recruiter
problems. They include but are not limited to a shortage
of labor, more college applicants than available candidate
slots, and growing student financial difficulties.
The Mejor and Minority Engineering Program
representatives stated that budget deficiencies were
undermining minority student recruitment success. Mr.
Sanchez of the Mejor program indicated that when the
Bilingual Ph.D. Fellowship program (an arm of the program)
was operative, it brought 8-25 new student recruits
annually. However, since the fellowship was terminated by
the U.S. Department of Education in 1987. Graduate student
recruits declined by an average of eight students an
academic year. Mr. Copello of the Minority Engineering
Program said that the "lack of sufficient university
funding prevents university minority recruiters from doing
their job effectively."
THE LABOR SHORTAGE
A boost in funding could ease or eliminate the
labor shortage that the Admission's office currently faces
when recruiting minority students. The hiring of more
minority recruiters who would increase the number of
minority candidates.
Increased recruiter funding could also improve the
depersonalization that admission recruiters project when
118
they contact prospective students over the phone.
Recruiters would then be able meet students annually at
high school visits that last for an hour. The recruiter
spends the majority of the visit lecturing to the students,
student questions are taken for a few minutes after the
lecture. More recruiters need to be hired to make more
trips to the high schools, and more time needs to be
devoted toward student questions.
This labor shortage appears in the financial aid
office at the University of Boulder. The phones at the
financial aid office are usually tied up when someone tries
to contact the office. If more employees were hired, to
answer student financial aid questions as they arose, then
it would discourage those prospective college students who
were not able to get through to the office from choosing
another university to attend.
Increased recruitment funding would directly benefit
the Hispanic Student Representative Program, which
possesses more eligible candidates than available program
slots. The shortage of student candidate slots could be
ameliorated through increased funding for more teachers,
counselors, and tutors who could cater to the new influx of
students.
Increased recruitment funding could also be used to
provide eligible Hispanic candidates who lack the funds for
college with a grant to cover their financial shortage.
119
119
For example, Mr. Copello reports that 80% of prospective
candidates seen.by his organization, indicated that lack of
money was the major obstacle. Grants can serve as financial
incentives to entice more Hispanic students to enroll at
the University of Colorado at Boulder.
Funding for more recruitment personnel could also
benefit the Minority Representative Coalition (MRC) which
faces a labor shortage. The MRC organization is presently
receiving more applicants then they can accommodate because
of a lack of representatives from the Colorado Commission
on Higher Education, who are required to assist recruiters
and alumni during high school visits. If more funding was
appropriated toward hiring more CCHE representatives, then
more meetings could be held, thereby addressing concerns of
the growing pool of prospective Hispanic students.
HISPANIC STUDENT RECRUITMENT
The Mejor program needs to obtain outside funding
sources to replenish the numbers of lost minority student
recruits resulting from the Education Department's funding
loss. There also needs to be an increase in funds aimed at
recruitment. The remaining six university minority
recruiting and two agencies also need to obtain more
funding. The sources of these funds can be two-fold--the
university and other private sources. Recruiters could
retrieve this funding in a number of ways. Writing letters
120
to government, private, and university sources throughout
the state and nation would be one strategy to follow. This
letter should state that 50 % of the nation's Hispanic
student population is dropping out of high school, and thus
universities will have a very small high school graduate
student population to draw eligible Hispanic college
prospects from,
The Hispanic student population needs to be
recruited into the university to replace the gap caused by
the dwindling white student population and the growing need
of higher education for all citizens.
Letters addressed to potential private contributors
should note that a large uneducated Hispanic student
population means fewer skilled prospective employees from
which to draw. The private sector will have the choice of
contributing to student education now, or spending more
later in job training programs that are designed to cover
those educational areas that students missed at the high
school and college levels.
Letters addressed to potential government agency
contributors (such as the Department of Education) should
emphasize that increasing high Hispanic high school
attrition rates mean more welfare and unemployment
recipients, which in turn means more governmental spending.
121
DEFICIENT INTRA-AGENCY COMMUNICATION
The lack of communication between the recruiting
agencies can be resolved through improved leadership.
Aragon and Copello reported that the lack of intra-agency
communication prevents them from discussing the problems
and successes that each recruiting agency faces, which may
in many cases be mutual. If more than one organization
encountered a similar problem (e.g., decreased budget) then
they could unify as a group and better their chances of
resolving it. For instance, if one recruiting organization
achieved the highest recruitment success among them, then
the others could follow this organization's methods to
improve their own recruitment rate. The lack of
communication could be resolved by periodically scheduling
mandatory meetings to discuss their performance weaknesses
and strengths. If a problem arose, and the group found a
solution, then it could be used to enhance recruiter
morale.
A leader elected by two thirds of the recruiters
would determine when and where the meetings should take
place. The leader should not only have the power to
announce meetings and group decisions, but should be
empowered to make all relevant decisions with a two thirds
majority of the recruiter representatives. These decisions
would be derived from a proposal that every recruiter may
institute or vote on during gronp meetinas. The leader's
122
position would be tentative until a proposal to elect a new
candidate was passed by two thirds of the recruiters. The
leader's position needs to remain tentative because the
agencies may wish to elect a new leader at any time.
The recruiter meetings may (1) resolve the lack of
qualified employees and (2) serve as resources for
superiors who are not completely aware of minority affairs
issues.
HISPANIC STUDENT RETENTION CAUSES
As in recruiting, shortages in funding, labor, and
student financial aid were also reported by university
retention agencies and Hispanic students (see table 4).
Deficient funding causes labor shortages among counselors
and tutors, a shortage of university sponsored Hispanic
events are other by products of financial worries. Other
cofactors of Hispanic student attrition include the lack of
minority, faculty, and staff as role models; a low Hispanic
student presence, insufficient student financial aid,
student personal problems, and systemic racism. The
Minority Counseling Center and Hispanic students reported
that there was an insufficient number of counselors and
minority tutors for the students. An increased budget
could provide students with more counselors and minority
tutors.
123
Often, when a Hispanic student races academic
difficulties and seeks a tutor in the subject, one may not
be available because not all of the subjects are covered by
a tutor. This student may face failing the course because
adequate tutorial assistance was not available. Thus, more
minority tutors are needed to cover every subject offered
at the university.
The Minority Counseling Center also noted that the
shortage of minority faculty, staff, and tutor personnel
who act as role models, can and do have an affect Hispanic
student retention at the university. The lack of
minorities in these positions discourage minority students
from believing they can attain a similar position later on
in the future. Mr. Alvarez says that Hispanic faculty are
underrepresented in all university academic departments,
with the only exceptions found in Spanish, and the Center
for the Study of Ethnicity and Race in America (CESERA).'
Looking at general employment figures one gets the
impression that Hispanics at the university are well
represented. These figures are impressive until one
notices that they many of them are in the service and
maintenance categories.
The underrepresentation of Hispanic positions at the
University level could be resolved through a search for
minority faculty, staff, and counselors who would be given
priority over others for university job openings. The
1 2 4
124
search would require more funding. Presently, all of the
university positions are more or less filled, yet the
Minority Counseling Center says that they possess a
personnel shortage. If funding were devoted to increasing
this labor pool with Hispanic personnel, progress could be
made toward increasing Hispanic representation at the
university could be made.
Many Hispanic students have stated that they feel
isolated at the university due to their small campus
popu]ation. Many of these students attended high schools
where they were the majority rather than the minority. The
transition from high school to the university may
discourage them from remaining at the university. This
isolation is also seen in the lack of university sponsored
Hispanic events (if any) that are held on campus. In
Hispanic society, a wide array of civil and religious
celebrations (such as Cinco de Mayo and diez y seis) are
held throughout the year; yet, their absence on campus
assuredly motivates many Hispanic students to return home
every weekend for emotional security.
DEFICIENT STUDENT FINANCIAL AID AS AN ATTRITION VARIABLE
The data in table 6 shows that a majority (15 of
25) of those Hispanic students who faced an unmet financial
aid need also experienced financial difficulty that was
resolved by either a (J) job, (L) loan, or (p) parent
125
contribution. Those students who worked to compensate for
the unmet need, said it took valuable time away From their
studies.
The solution for CU retention problems is not easy,
however the university should follow the same procedure as
the recruiting agencies. Retention personnel should mail
letters to the private, government, and university sectors,
and elaborate on the high attrition rates that are found
among the Hispanic student population.
RACISM AS AN OUTSIDE VARIABLE THAT INFLUENCES HISPANICSTUDENT RECRUITMENT AND RETENTION AT THE UNIVERSITY
The Webster dictionary (1987:303) defines racism as
"animosity shown to people of different race." "A race is
the descendants of a common ancestor; distinct variety of
human species; etc.; lineage; .(ibid).
Webster's (1987) definition of racism does not address
culture. Hispanics are not a race but a culture, a mixed
racial heritage. A Hispanic can be of Black, Native
American, Asian, or European extraction. The term
"Hispanic is best defined as those who either speak spanish
or grow up in a spanish environment.
Racism was cited by Minority recruiters, counselors,
and Hispanic students. Although racism was not considered
part of the scope of this paper, it did appear frequently
enough to warrant a discussion. Racist remarks appeared in
127
Nationally, there is a great need for high schools
and colleges to plan educational programs that address the
causes for the high Hispanic student attrition rates.
These programs should be focused on both the secondary and
post-secondary level.
The program could draw it members from a list of
high school or college students who are failing one or more
courses. These students could be placed in a small class
that provides individual tutoring for students learning at
their own pace. The ultimate goal is to educate these
students until they have attained the academic level of
those students found in the regular classes, so they can
return to the mainstream before they become to reliant upon
the remedial educational program. Programs such as these
will require more funding, a major commitment to recruit
more Hispanic students and a clearly developed program
focused on retention problems. Increased funding will also
resolve the university's second major Hispanic recruitment
and retention problem, the labor shortage found among
recruiters, counselors, tutors, faculty, and staff at CU.
126
the campus media, at off campus social gatherings, in the
dormitory, and other on campus situations.
For
behalf of a
for hire."
example, the campus press printed an article on
university fraternity that stated "Mexican boy
These type of remarks reach
population and discourage many students from
university. Those Hispanic students on
the Hispanic
attending the
campus feel
discriminated and unwanted when they read about or
experience such dehumanizing situations.
For instance, At an off campus: party, another
Hispanic girl was approached by a White student who uttered
"I pity you because you are a minority." At the
University Memorial Center, a Hispanic student was
confronted by a an anglo student who exclaimed "When did
you cross the border." The enraged Hispanic student
struck the anglo student down. These racist incidents
discourage many prospective Hispanic students (high school
or college) from applying to CU and infuriate those
Hispanic students who are currently attending CU.
Educating students about racism's degrading affect
on the victim and potentially harmful consequences for all
should be a top priority. Undergraduate students should be
required to take a course that discusses racism and its
effect upon students on campus. This course could be
called "Intra-campus cultural relations".
128
REFERENCES CITEDAlvarez, Tony
1988 Minority Counseling Center CounselorBoulder, Co. Personal Interview (anonymoussource) .
Aragon, Dave1988 Diplomat Program DirectorBoulder, Co. Personal Interview mo.
Cisneros, Henry1988 "What's in a Name ?" Hispanic. April, p.70.
Copello, Pablo1989 Director of the Hispanic Engineering RecruitmentProgram Boulder, Co. Personal Interview mo.(anonymous source).
CU-Boulder Office of Research and Testing1987 "Minority Graduation and Persistence"University of Colorado at Boulder.
Dominguez, Silva1989 Director of the Cranst.:'n Minority Seminar_oulder, Co. Personal Interview mo. (anonymoussource) .
Estrada, Leobardo F.1988 "Anticipating The Demographic Future" Chance.pp.14-19.
Kraemer, Sandy F. and Rachel Noel B.1984 "Regents Ad Hoc Committee to Investigate andRecommend Ways to Improve Minority StudentEnrollment and Retention" University of Colorado,Boulder.
Lefferdink, Gladi1988 "Program Description 1988-1989" Universityof Colorado, Boulder.
McCarthy, Michael J.1985 :College Press Drives to Inspire and Enroll theMinority Student" Reaching Out.
Miller, Aimee1988 "C.U. Adds to Minority prdgrams staff, StudentRetention Stressed" Campus Press The Universityof Colorado, Boulder. Vol.22 No.2 September p.5.
129
Ortega, Lisa1988 Director of the Minority Professor-StudentMentorship Program Boulder, Co. Personal Interview.mo. (anonymous source).
Rodriguez, Gene1988 Director of the Hispanic Student AssociationBoulder, Co. Personal Interview. mo. (anonymoussource) .
Sanchez, Richard1989 Coordinator of the Hispanic StudentRepresentative Program Boulder, Co. PersonalInterview. mo. (anonymous source).
Sapporo, Maria1988 Mejor Program Personnel Boulder, Co. Personal
Inteview. mo. (anonymous source).
Smith, Dennis1988 Minority Law Recruitment Program Boulder, Co.Personal Interview. mo. (anonymous source).
Smith, James1989 Director of AdmissionsBoulder, Co. Personal Interview. mo. (anonymoussource) .
Storey, Pete1988 "News" Office of the Public Relations.University of Colorado at Boulder. p.30.
Thompson, James1989 Minority Recruitment Program Boulder, Co.Personal Interview. mo. (anonymous source).
University of Colorado, Boulder19d7 Law School Bulletin. University of Colorado,Boulder. p.13.
U.S. Bureau of the Census1980 Collecre-Age Population. 1980: Protectionsto 2050 Series p.25. No.922. Table 2: No.997.
Valencia, Mark1988 Director of the Minority Representative CoalitionBoulder, Co. Personal Interview, day, mo. (anonymoussource) .
1
130
Webb, Farrel J.1990 "Racism on College Campuses: The Monster in ourHouse" Explorations and Ethnic Studies. XIII, 1.
Whitman, David1987 "For Latinos, A Growing Divide" U.S. News andWorld Report August 10. pp.17-18.
Wolf, Henry1980 "Webster's New Collegiate Dictionary" G. & C.Meridian Company Springfield, Massachusetts, U.S.A.
Appendices
Appendix
1. Hispanic undergraduate and graduatestudent data set for students at theUniversity of Colorado at Boulder:1988-1989
131
132
2. Hispanic undergraduate and graduate studentdata set for current students at theUniversity of Colorado at Boulder:1988-1989 135
3. The recruiting agency questionnaire:1988-1989 138
4. Board of Regents, president, etc.,:1988-1989 141
5. The president, chancellor, and vicechancellors: 1988-1989 142
6. The University of Colorado's studentadministrative services organizationalchart: 1988-1989 143
7. The Diplomat and Minority RepresentativeCoalition chart: 1988-1989 144
8. The Hispanic Student RepresentativeProgram chart: 1988-1989 145
9. The Minority Representative programchart: 1988-1989 146
10. Map of the University of Colorado atBoulder 147
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135
Appendix 2HISPANIC UNDERGRADUATE AND GRADUATE DATA SET
FOR CURRENT STUDENTS AT THE UNIVERSITY OF COLORADO ATBOULDER
INPUT NAME $ 1-9 CRUN 25-28 SD $ 30-32ACT 47-48 NREC $ 50TR $ 65 CO $67-68;
CARDS;Name crcase 1 BOcase 2 DEcase 3 BOcase 4 BOcase 5 BOcase 6 BRcase 7 BOcase 8 BOcase 9 BOcase 10 BOcase 11 BOcase 12 WEcase 13 BOcase 14 DEcase 15 BOcase 16 BOcase 17 BOcase 18 BOcase 19 BOcase 20 BRcase 21 BOcase 22 BOcase 23 BOcase 24case 25 BOcase 26 BOcase 27 BOcase 23 LAcase 29 AUcase 30 BOcase 31 BOcase 32 BOcase 33 BOcase 34 BOcase 35 BOcase 36 LAcase 37 BO
$ 12 OFF $ 17 HA $ 19-20 IN $ 22HGP 34-36 CGP 38-40 SATS 42-45UND $ 52 GEN $ 54 SI 56-60 MAJ $ 62-63
NR U GE N EC D
D HG? CGP SATS AC SI3.5 1270 28 Y U F3.2 3.0 2931 Y U S
Y 2.6 20 Y U S2.8 1180 Y U S
3.6 3.2 26 Y U F 20003.0 2.5 1110 Y U S 60303.0 2.7 1100 Y U S
3.8 3.6 850 23 Y U F PS3.3 Y U F 12003.2 22 Y U F 25003.3 19 Y U F
2.5 500 Y G F 95003.6 17 Y U F 16402.9 Y U F 03.7 980 Y U S 0
3.8 Y U S3.0 1050 Y U S 0
L 4.0 1300 29 Y U S 0
J 3.0 Y U F 0
3.8 Y G F 0
P 2.7 3.5 1000 Y G S 20003.0 Y U F 1540
L 3.0 3.7 1100 G S 17203.0 3.2 Y U F
3.5 2.7 N U F 16003.4 15 N U F2.5 19 N U F2.5 N U F
0 3.9 3.5 1080 26 N U S3.2 2.0 N U F3.7 27 N U S
3.5 3.0 Y U F 41123.0 3.2 1050 Y U S
3.5 1030 Y G F 0
3.5 2.8 21 Y U S 17362.5 2.3 18 Y U F 50004.0 3.5 29 Y U T 2300
off HA IN UN S
Y DE YY PR Y 1200Y AU Y 2500Y AU Y 7000Y MA Y 5500 PY TH Y 0
Y CG 0
Y WE Y 0
Y RF Y 0
Y TC Y 1800CS Y 0
Y KV Y 0
N DE Y 0
Y DE Y 850N DE YY LA Y 4000Y EN Y 0
Y FM Y 4000Y MA Y 800Y EP Y 0
Y PO Y 132N DE Y 300Y BR 200Y DU 500LA Y 0
Y DE YY FH YY VA Y 123Y CH YY FH YN YN ME N 500N LI NN SF N 0
N WA Y 4900Y EA Y 500 JLPY CS Y 4000 L
136
136
case 38 BO N N 200u J 3.9 2.9 24 N U F 1500case 39 BO N EL Y 3.3 4.0 29 Y U F 7500case 40 BO N DE N 3.3 2.0 1090 26 Y U Fcase 41 BO Y IG Y 4.0 Y G Fcase 42 BO Y AN Y 3.4 2.2 1150 25 Y Scase 43 BO Y AL 3.0 Y Scase 44 BO Y PU Y 3.9 2.4 29 Y U S 7000case 45 BO Y LL Y 3.8 2.3 1170 25 Y U S 0000cas.?. 46 BO Y BR Y 3.9 2.5 28 N U F 0000case 47 BO Y LK Y 3.9 3.2 29 Y U F 0000case 48 BO Y BO Y 3.6 3.4 1310 30 N G T 0000case 49 BO Y OX Y L 2.7 Y U S 0000case 50 BR Y BH Y L 3.5 N F29000case 51 BO Y AC Y 0000 3.6 N G F
t.
137
Appendix 2 Key:
CR=current residenceoff=off campus y=yes n=noHA = High school addressIN= in state Y=YES N=NOUN=Unmet needSD=student difficultyHGP= High school CPACGP=Current CPASATS= SAT scoreACT = ACT score
NREC=Nonrecruit y=yes n=noUND =undergraduate y=yes n=noSI=Student IncomeTR=Transition from high school to the university.
N=no trouble0=racism
Generation= Generation F=first, S=second, T=third
CO=counselincNU=satisfiedF =FriendlyH =helpfulLA= lack of counselor availability.
138
APPENDIX 3Agency representative questionnaire:
Date:Name (optional) :position:
Age (not required) :sex (not required) : FemaleHispanic recruitment rate:
(1) Freshman Sophomore Junior Senior Master DoctoralTotal19781979198019811982198319841985198619871988
(2) Hispanic retention rate:Freshman Sophomore Junior Senior Master Doctoral
Total19781979198019811982198319841985198619871988
(3) a. Job description:
b. Number of employees:
c. Organizational hierarchy:
d. Organizational history
(4) Time consumption:DailyAnnually
Weekl
±:.J
139
(5) Candidate criteria selection:a. School status: (H.S.-Doctoral)b. G.P.A.c. S.A.T.d. G.R.Ee. other:
f. Professor/Teacher recommendations:
g. Application evaluation:
Other candidate criteria:
(6) Candidate retrieval:a. mail:
b. phone:
c. travel:
(7) Targeted schools (H.S./College) include number andlevel of students per school that wererecruited.Schools number level
(8) Services provided to student recruits:
(a) Scholarships:Requirements Number offered amountresident/non-merit:
need:
110
140
(b) Application waiver: y/n(c) Practice College Admission test taking:when where duration
(d) Financial Aid Advise:What when whereduration
(e) Special activities:What when whereduration
(9) Budget: Federal State DepartmentPrivate
(a) Materials
(b) Labor
(c) Volunteer
(10) Recruitment Problems (social, financial, academic,etc.):
(11) Student Retention Problems (social, financial,academic, etc,.):
(12) Other Problems (administrative, public, etc.):
(13) Additional References-persons or writings:Cumulative Agency Budgets includes Federal, State,Department, and Private contributors.
1 2
APPENDIX /4
UNIVERS-PITOF-COLORADO'SHIERARCHY
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APPENDIX 5
THE PRESIDENT, CHANCELLOR, AND VICE CHANCELLORS
01ViTITte 01 LULUKADO AT BOOLDLN
PRESIDEMT
University of Colorado
E. Cordon Gee
Director of Public Affairs
and Assistant to the President
loho buechoer
ASSOCiate Director of
Public Affairs
Mary Lee Ileatireeard
Vice Chancellor for
AdmlnistsatIon
Stuart M. Takeuchi
[See page 2
1
University of Colorado
Foundation President
Charles McCord
lamesBoulder Campus
lames N. Corbridge. Jr.
1
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Director of University Reis:inns
1
400
and AisiStAnt to the Ptestdt
Donald C
Cannalte
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Acting Vice President
and Director. CU Found.
Patrice Schulze
Vice Chancellor for
Academic Services
Kaye Moue
Vice Chauctllot for
Academic Affairs
Bice EUstrand
Alumni Association
Director
Philip Super
Assistant to the Chancellor
and Disector of Planning
Vacant
Office of Public
'relations Director
Pauline U. Cuter
[
Publications and
Printing Services Directot
Eleanor J. Crandall
Budget Office
Director
Gordon Johnson
Sea page 3
11 See
page
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Assoc late
legal Counsel
Charles Jute(
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APPENDIX 6
THE UNIVERSITY OF COLORADO'S STUDENT ADMINISTRATIVE
SERVICES' CHART
Pete 3
o Y14, Chancellor
Linda Miler
Chancellor
boulder Camou.
James M. Corot
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:ct ltudtn: Adz:nit:re:lye Servicti
ha: or htC iman
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ton Elinstnstein
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Daniel Niemeyer
Dmoudsman Dilice
Susan Hobson-Panic*
1h and ltsting
lou McClelland
U.C.S.U. legal Servicts
hed Jatckle
ACCIng ASSOCiatt Vitt Chancellor
lot Student Support Servrcts
David henna
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attention Services
herr A. Madden
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lean Galant, ho
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APPENDIX 7
THE DIPLOMAT AND MINORITY REPRESENTATIVE
COALITIOh CHART
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APPENDIX 8THE HISPANIC STUDENT REPRESENTATIVE PROGRAM CHART
David Henson-Acting Associate Vice Chancellorfor student support services
I
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Ward Churchhill-Director of EducationDevelopment Program
I
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Ron Gallegos- Hispanic Student Representativecoordinator of all four Colorado
university programsI
I
Richard Sanchez- Hispanic StudentRepresentative Coordinator at Boulder's campus
146
APPENDIX 9THE MINORITY REPRESENTATIVE COALITION PROGRAM CHART
Pete Storey-Director of AdmissionsI
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Norm Michael-Associate DirectorI
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Cookie Gowdy- Assistant DirectorI
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Mark Valencia- Director of theMinority Representative'Coalition
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